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  • 學位論文

以認知負荷觀點探討3D虛擬實境教育訓練學習績效之影響

Using cognitive load to investigate effects in 3D visual reality training

指導教授 : 趙金榮
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摘要


本研究依據認知負荷理論(Cognitive Load Theory)及多媒體學習理論(Multimedia Learning)中的形式原則(Modality Principle)及分割原則(Segmentation Principle),探討3D虛擬實境引導式維修教學系統中,以不同的操控播放模式「間斷型」、「連續型」與多媒體訊息組合「動畫」、「旁白」、「字幕」,並利用認知負荷評估方法,任務績效衡量「完成時間」、「錯誤次數」、NASA-TLX主觀認知負荷問卷、HRV(Heart Rate Relativity)客觀心率變異分析評估學習者績效差異性。 研究對象為30位男性大專院校學生,分別在不同的「多媒體訊息」及「播放模式」實驗組合中學習教材內容,學習之後做NASA-TLX主認知負荷問卷評量及操作評量測驗軟體獲得績效評量數據;此外在實驗之前先收集人體休息及實驗學習狀態之心率,以認知負荷觀探討學習績效之影響。 實驗研究結果顯示: (1) 「多媒體訊息組合」與「播放模式」間對任務績效學習績效影響,在交互作用及主要效果皆無顯著差異性。 (2) 「多媒體訊息組合」與「播放模式」間對NASA-TLX主觀認知負荷量影響,在交互作用及主要效果皆無顯著差異性。 (3) 「多媒體組訊息合」與「播放模式」間對HRV客觀心率變異分析影響,在休息狀態與學習狀態心率之間無顯著差異性。 綜合以上實驗測量結果,本研究發現根據分割原則(Segmentation principle) 「間斷型」有較好的學習效果,然而在「多媒體訊息組合」無法證明形式原則(Modality Principle)效果存在,研究發現在「動畫+旁白」組合中的客觀認知負荷量較高於其它組合,教材內容有違反時間接近性原則(Temporal Contiguity Principle),故產生較高的認知負荷量。 最後,根據實驗內容研究結果提出研究建議及實驗內容注意事項,提供未來多媒體學習理論相關研究之參考。

並列摘要


According to the Cognitive Load Theory, the Modality Principle and Segmentation Principle of Multimedia Learning Theory, this study analyzed and evaluated the learner’s performance difference of guided maintenance learning system with 3D visual reality. We adopted cognitive load assessment methods, Task performance measurement (including completed times and number of errors), NASA-TLX questionnaire, and Heart Rate Relativity under different operation modes( discrete, continue) with multimedia messages ( Animation, Narration, Subtitles) . There were 30 male college students participated in the study. They had to learn the teaching content in different experimental combinations of multimedia messages and control modes. Then, we employed NASA-TLX questionnaire and Operation Assessment Test Software to collect their performance data. Besides, we collected their heart rate data under resting and experimental learning conditions before experiment, and explored the impacts on learning performance from cognitive load perspective. The main results of this study are: (1) There is no significant difference in interaction and main effect as we studying the influences of different multimedia message combination and control mode on task learning performance. (2) There is no significant difference in interaction and main effect as we studying the influences of different multimedia message combination and control mode on NASA-TLX subjective cognitive load. (3) There is no significant difference in heart rate relativity of resting and learning conditions as we studying the influences of different multimedia message combination and control mode on HRV objective heart rate variability. According to the experimental outcomes, we found it has a better learning effect in discrete mode under Segmentation Principle. But we cannot prove that the Modality Principle exists in the multimedia modes. The study discovered the degree of objective cognitive load is higher than others in the combination of Animation and Narration multimedia modes. The teaching content violated Temporal Contiguity Principle and it produced a higher cognitive load. Finally, we proposed our research suggestions and precautions of experimental content according to the findings of the experiment for the purpose of providing valuable reference for future studies of multimedia learning theory.

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