臺灣博碩士論文加值系統

本研究主要目的在探討在線上學習環境中教材呈現順序與國小學童之學習風格對國小學童學習的影響。共計74位學童參與線上學習，學童經隨機分派成三組，分別接受「先深型」、「先廣型」與「無順序」等不同呈現順序的教材，並經改編自Felder與Soloman的Index of Learning Style（ILS）學習風格量表的檢測，區別成整體型或循序型風格。研究結果顯示：教材呈現順序與學習風格對學童之學習成果有顯著影響並達到中度的效果量（effect size），當教材呈現順序為先深型時，循序型學童之學習成果顯著優於整體型學童；而在呈現順序為先廣型或無順序時，循序型與整體型學童之學習成果則無顯著差異。對於整體型學童而言，其學習成果會受到教材呈現順序的影響；不過，對於循序型學童而言，教材呈現順序的不同並沒有對其學習成果造成差異。

This study is to investigate the effects of the presenting sequence for digital learning material and student learning style. A total of 74 fifth-grade elementary school students participated in the study. These students were randomly arranged into three groups for “depth-first type”, “breadth-first type” or “random type” learning material. An instrument revised from Felder-Solomon Index of Learning Style was used to measure the learning style of each student, including sequential and global learning style. It was found that the presenting sequence for learning material and student learning style had significant impacts on student learning performance. Provided “depth-first type” learning material, students with a sequential learning style outperformed students with a global learning style significantly. However, for “breadth-first type” or “random type” learning material, learning performance between “sequential style” students and “global style” students was not significantly different. In addition, the learning performance of “global style” students would be influenced by the presenting sequence for learning material, whereas the influence was not significant on “sequential style” students.

摘要 I
ABSTRACT II
致謝 III
目次 IV
表次 VI
圖次 VII
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 3
第二章 文獻探討 4
第一節 SCORM與Sequencing 4
第二節 教學順序 13
第三節 學習風格 15
第四節 過去應用學習風格於超媒體之研究 21
第五節 結語 23
第三章 研究方法 24
第一節 研究架構 24
第二節 研究對象 25
第三節 學習教材 25
第四節 學習環境 30
第五節 測量工具 34
第六節 研究程序 37
第七節 資料分析 39
第四章 結果與討論 40
第一節 結果 40
第二節 討論 44
第三節 附帶發現及討論 46
第五章 結論與建議 49
第一節 結論 49
第二節 建議 49
參考文獻 51
附錄 食物鏈參照圖 57

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