本研究旨在了解多媒體呈現方式(圖語文組、圖語組、圖文組)與注意力(注意力優異、注意力普通)對國小學童在環保議題上的學習成效(學習回憶、學習理解、學習轉移)之影響,探討多媒體呈現方式與注意力對國小學童的學習成效之交互影響;並進一步分析多媒體呈現方式對國小學童的學習成效的影響;最後比較注意力對國小學童的學習成效的差異。 本研究採類似對抗平衡的準實驗設計,以「愛護地球」為主題設計三個教材,分別由屏東縣的兩個國小三年級三個班級的學生,共63人,隔週輪流進行三個教材不同呈現方式的學習,並施以相同的前測與三份教材的後測。蒐集資料完成後,以SPSS14.0統計軟體進行二因子共變數分析、單因子共變數分析、相依樣本單因子變異數分析,茲將研究結果簡述如下: 一、 多媒體呈現方式與注意力對國小學童在環保議題的學習成效上無交互影響。 二、 接受不同多媒體呈現方式的國小學童在環保議題的學習成效,以圖語文組顯著優於圖語組。 三、 接受不同多媒體呈現方式的國小學童在環保議題的學習回憶,以圖語文組顯著優於圖語組。 四、 不同注意力的國小學童在環保議題的學習成效上無顯著差異。
The purpose of this study was to examine the impact of child's attention(excellent, general), the speech and on-screen text of static graphs(static graphs plus speech and text, static graphs plus speech, and static graphs plus text) toward learning effectiveness. Then, to explore the interaction effects of treatment multimedia presentation modes and attention on the learning performance of elementary school students. Further, to analyze the impact of different multimedia presentation modes on elementary students’ learning performace(recall, comprehension, transfer). Finally,to analyze the difference of elementary students’ learning performace on different attention. This study used quasi-experimental design, which is similar to counterbalanced design, and involved three learning materials related to environmental protection. By third-grade students in three classes from two elementary of Pingtung County, a total of 63, alternating every other week showing three different ways of learning materials, and to impose the same pretest and posttest. Data was analyzed by SPSS14.0 for Windows and the hypotheses were verified by two-way ANCOVA、one-way ANCOVA and one-way ANOVA. Following research findings were obtained: 1. The interaction of different multimedia presentation modes and elementary students’ attention has no significant effect on learning performace and recall about environmental protection . 2. The different multimedia presentation modes has significantly affect on learning performace about environmental protection. The posttest score in static graphs plus speech and text group is better than the score in static graphs plus speech group. 3. The different multimedia presentation modes has significantly affect on learning recall about environmental protection. The posttest score in static graphs plus speech and text group is better than the score in static graphs plus speech group. 4. The attention of elementary students has no significant effect on learning performace about environmental protection.