探究餐旅科系學生數位學習認知負荷、學習成效與使用意願

Exploring Hospitality Students' Cognitive Load and Learning Effectiveness of E-Learning

陳靜蘋(Chen, Ching-Ping)

指導教授 ： 徐立偉

國立高雄餐旅大學/餐旅學院/餐旅教育研究所/碩士(2013年)

摘要

21世紀是數位化的時代，數位科技充斥於人們的生活、休閒以及各產業中，教育亦因科技進步而受到巨大的轉變，但在多媒體管道如此豐富又多元的刺激下，數位學習是否會造成學生在認知上的負荷、對學生數位學習成效的影響又是如何，且是否會影響其繼續使用的意願，乃本研究所欲探討之主題，故本研究以台灣北、中、南地區之餐旅科系大學生為研究對象，探討不同背景變項的餐旅科系大學生使用數位學習後，其認知負荷程度之差異情形、認知負荷程度與學習成效之相關性以及學習成效是否可有效預測學生繼續使用的意願。
本研究以問卷調查法為主，共回收839份問卷，研究發現不同「性別」、「年級」、「學校地區」、「數位學習類型」以及「每週使用數位學習時間」的餐旅科系學生，其使用數位學習後所產生的認知負荷程度具有顯著差異，且餐旅科系學生認知負荷程度越高者，其感受的學習成效越低，認知負荷程度越低者感受的學習成效越高，而學生的學習成效可有效預測其繼續使用的意願，且學生學習成效越高，其繼續使用意願越積極、學習成效越低者，其繼續使用意願越消極，本研究最後針對研究結論提出具體建議，以提供各學校、教師以及數位教材設計者參考。

關鍵字

數位學習 ； 認知負荷 ； 學習成效 ； 使用意願

並列摘要

The 21st century is the time of digitization, digital technologies prevalently influence people’s leisure and various facets of life. The transitions of technology advances have also changed the landscape of education. Multimedia channels are so rich and thus diversify the stimulation to students, the issue that e-learning will cause students' cognitive load and/or improve learning outcomes, and whether it will affect their willingness to continue to use e-learning is still in paucity and thus is the main focus of this study. This study invited students of hospitality programs in universities of the northern, central and southern Taiwan to explore this issue from the perspective of Cognitive Load Theory. The design of this study is to examine while using e-learning, the different background variables of hospitality department students, the difference between individual’s degree of cognitive load, and the correlation of cognitive load and learning effectiveness. In addition, this study analyzes if the correlation results and effectiveness could efficiently predict the use intention of e-learning regarding to students.
The results of the study discover that variables of different "gender", "age", "school area", "e-learning type" and "weekly use of e-learning time" of hospitality students, are significantly different. Hospitality students feel the higher level of cognitive load , the lower the feelings of the effectiveness of learning and ones who have the lower the degree of cognitive load have better learning effectiveness. The effectiveness of learning can effectively predict its willingness to continue to use, and the higher of students' learning effectiveness, its willingness to continue to use is more positive. The lower of students’ learning effectiveness, it’s willingness to continue to use is more negative. Last but not least, the study put forward specific proposals for the conclusion of the study to provide suggestions to schools, teachers and designers of digital teaching materials.

並列關鍵字

E-Learning ； Cognitive Load ； Learning Effectiveness ； Use Intention

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