注意力引導在激發式動態教學之研究-以靜電學為例

A Study of Attention Guiding on Dynamic Digital Instructional Design in Electrostatics

李元亨(Yuan-Heng Li)

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(2010年)

https://doi.org/10.6842/NCTU.2010.00485

摘要

本研究旨在探究「注意力引導在激發式動態教學教材設計模式」對學生學習摩擦起電、靜電感應、感應起電與接觸起電等靜電單元之學習成效。
學習者在本來就具有主動學習、但有限能力的性質，一個好的多媒體教材，應具有幫助學習者選取訊息、組織訊息、綜合訊息的功能，在教材設計上應考量當訊息進入時能相互為用，而並非不相關。因此本研究透過激發式動態呈現、注意力引導的方式來讓訊息有引導性、溝通性、建立關聯來達到降低認知負荷量，以提升學生的學習成效。
實驗對象為國中八年級學生，共四個班級，共計 110 位（實驗組兩班，對照組兩班，每組各55位）。每組進行不同模式教材45分鐘的教學，隨後進行靜電學成就測驗後測、認知負荷問卷、課程感受問卷，並於授課一個月後進行延後測。
採雙因子共變數分析實驗結果，從後測分析中發現，此教材設計方式對於高、中學業成就的學生在提升靜電學之學習有顯著效果（p < .05）; 從延後測分析中發現，實驗組在了解、應用與分析題型的表現上亦顯著優於對照組（p < .05）。綜合以上，顯示學習靜電單元時，此教材設計方式將能提升學習效果。
在認知負荷方面，因對照組修改自實驗組，已有部分設計符合多媒體設計原則，故實驗組與對照組之認知負荷量均偏低，教材設計對降低認知負荷量的效果並不顯著（p > .05）。
在課程感受方面，雖然教材設計對提升課程感受的效果並不顯著（p > .05），但不同學業成就的學生對課程的感受均偏高，表示教材內容的設計方式能有效地引發學生的學習興趣。

關鍵字

多媒體學習 ； 激發式動態呈現 ； 認知負荷

並列摘要

This study mainly researches into the learning efficiency of “attention guiding by Trigger-based Animated Instruction” on the students who learn tribo-electrification, electrostatic induction, electrification by induction and contact electrification, etc.
The learners have character of active learning with limited abilities. A good multimedia teaching material should have the function on helping the learners choose, organize and combine the message. Besides, the design of teaching material is supposed to consider the interaction of messages, but not unrelated. As a result, this study uses Trigger-based Animated Instruction and attention guiding instruction to make the messages have guidance and communicative competence, to make connection to reduce cognitive load, and to improve the learning efficiency of the students.
The teaching experiment will be conducted with four classes of Eighth graders, 110 students. (Two classes are the experimental group, and the others are the control group. Each group has fifty students.) Each group is taught for forty-five minutes with different teaching materials, and then each group takes the latter measured test of electrostatic induction, the cognitive load questionnaire, the student-response questionnaire. One month after the teaching, each group takes the postpone-measured test.
The data is analyzed by ANOVA and the latter-measured test shows that the design of teaching material has significant effect (p＜ .05) on improving the learning of electrostatic induction of the students with advanced-proficiency and medium- proficiency. The postpone-measured test shows that the experimental group significantly better at understand, applying, and analyzing questions than the control group (p＜ .05). As the result, this design of teaching material can improve the learning efficiency on learning electrostatic induction.
On cognitive load, the control group is modified from the experimental group, and some parts of the teaching material conform to the rules of multimedia design, so the cognitive load of the experimental group and the control group is low. The design of the teaching material has insignificant effect on reducing the cognitive load (p＞ .05).
On the response of the lesson, the design of the teaching material has insignificant effect (p＞ .05), but the response of the students with different proficiency is high. This study shows that the design of the experimental teaching material can motivate the students effectively.

並列關鍵字

multimedia learning ； trigger-based animation ； cognition load

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