激發式動態呈現教學設計之研究－逐步呈現與同時呈現之比較

A Study on Instructional Design by Trigger-based Animation－The Comparison between Gradual and Simultaneous Presentation

許晏斌(Yan-Bin Hsu)

指導教授 ： 陳明璋

國立交通大學/理學院/理學院科技與數位學習學程/碩士(2009年)

https://doi.org/10.6842/NCTU.2009.00607

摘要

激發式動態呈現是以一個物件當做激發器（trigger）控制其他物件的動畫，所以物件出現的時機可由教學者隨意控制，並藉由物件激發可吸引學習者的注意力，協助搜尋教材的訊息，以注意力引導學習，達到教材、教學者、學習者三者之間的互動。
本研究以一個排列組合問題為例，採準實驗研究法，探討利用激發式動態呈現教材相較於同時呈現教材的教學模式，是否能達到較好的學習成效，並降低認知負荷。
結果發現如下：
一.教材呈現方式對學習成效有顯著的影響，激發式動態呈現在記憶測驗和轉化測驗上有較佳的表現。
二.激發式動態呈現對認知負荷有顯著的影響，可有效降低認知負荷。

關鍵字

激發式動態呈現 ； 認知負荷 ； 多媒體學習理論

並列摘要

The presentation of Trigger-based Animation is an object used as a trigger to control other objects. Therefore the occasion to present the object depends on the control of the free will of the teacher and using the advantage of the object can help to attract the attention of the learners, and assist to search the information of the teaching materials. The guidance of learning by attraction of the attention of the learners can reach the goal of the interaction of the three phases, the materials, the teacher and the learners.
This research bases on the experimental researching methods, for example, the mathematical combination problem to investigate how to present the materials by using the Trigger-based animation through gradual procedures in comparison to the teaching methods of simultaneous teaching manifestation. This research is to probe whether the Trigger-based animation method can reach better learning effects and reduce the cognition load.
The results discovered as the followings.
1.The way of showing teaching materials has large influence in learning achievement. Trigger-based animation has better performance in retention test and transfer test.
2.The way of showing teaching materials has large influence in cognition load. Trigger-based animation can reduce cognition load.

並列關鍵字

cognition load theory ； multimedia learning ； trigger-based animation

參考文獻

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