商業概論數位教材融入高職商經科學習成效及認知負荷之影響

The Effects of Integrating Computerized Teaching Resources into Introduction to Business in A Vocational School on Learning Outcomes and Cognitive Load.

曾意翔(Yi-Hsiang Tseng)

指導教授 ： 楊心怡

國立臺北科技大學/人文與社會科學學院/技術及職業教育研究所/碩士(2012年)

https://doi.org/10.6841/NTUT.2012.00364

摘要

本研究旨在探討商業概論數位教材融入高職商經科學習成效與認知負荷之影響。
本研究以準實驗研究法，研究對象為臺北市某高職一年級商業經營科學生，前測為，採獨立樣本t檢定之統計方法，隨機選取兩個高職一年級作為取樣。並隨機分派一班為「實驗組」，另一班則為「控制組」。兩班於前測之後，「實驗組」學生接受「商業概論數位教材」教學，「控制組」學生接受「商業概論紙本教材」教學，進行為期六週之教學實驗。於教學實驗結束後，同時對實驗組與控制組進行後測，並於教學後一週內進行認知負荷之測試，以瞭解使用商業概論數位教材的學生對學習成效與認知負荷之影響。研究結果如下：
一、經過六週教學實驗後，實驗組在學習成效上明顯優於控制組，因此推論採用商業概論數位教材的教學，較紙本教材的教學更能提升學習成效。
二、在完成教學實驗的一週內，實驗組在認知負荷上明顯低於控制組，因此推論實驗組的學生使用商業概論數位教材的教學，其外在認知負荷比對照組的學生為低。

關鍵字

高職課程 ； 商業經營科 ； 學習成效 ； 認知負荷

並列摘要

This study was aimed to investigate the effects of integrating computerized teaching resources into Introduction to Business in a vocational high school on learning outcomes and cognitive load.
The method of this study was adopted the quasi-experiment and T-test was mainly used to analyse the results. Eighty eight grade students of the vocational school were randomly chosen participated in this study. They sat for pre-test and were randomly assigned into either control group or experiment group. In the experiment group, thirty nine participants were taught by computerized teaching resources, including PowerPoint slides, pictures, websites, multimedia animation and videos, while forty nine participants in the control group were taught in the general way. After the duration of six weeks teaching, all the participants sat for post-test. One week later, the participants sat for another test of cognitive load. The results were as follows:
1. There was a significant difference where the learning outcomes in experiment group is better than in control group. Hence it could be said that teaching by computerized teaching resources had effectively improved students’ learning outcomes.
2. From the data of cognitive load measurement , there was a difference between two groups. Participants in experiment group has lower scores than in the other in cognitive load measurement . Hence it could be said that students taught by computerized teaching resources has lower cognitive load than the ones taught in traditional method.

並列關鍵字

Curriculum at Vocational High School ； Dept. of Business Affairs ； Learning Motivation ； Cognitive load

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