臺灣博碩士論文加值系統

　　隨著網路科技與數位媒體的日益發展，多媒體影音教材已成為開放式課程製作的主要趨勢，目前常用的多媒體影音開放式課程包括現場教學式、視窗教學式與媒體豐富式三種，這三種教材製作方式與成本具有不小差異，並且採用不同資訊呈現方式錄製，但國內外卻鮮少有相關研究從學習者的角度，探討多媒體影音開放式課程資訊呈現方式對於學習成效的影響，因此為了提升開放式課程的品質與成效，有必要進行深入的探究。
　　本研究透過Neurosky腦波偵測、emWave情緒感測儀器、認知負荷量表與學習成效測驗卷為研究工具，探討現場教學式、視窗教學式與媒體豐富式三種不同資訊呈現方式多媒體影音開放式課程，對於學習者的學習專注力、學習情緒、認知負荷與學習成效影響差異；也進一步探討上述三種不同資訊呈現方式多媒體影音開放式課程所引發學習者的學習專注力、學習情緒、認知負荷與學習成效彼此之間是否具有顯著關連，並針對彼此顯著中度相關之變項進行迴歸分析，以確認變項彼此之間是否具有可預測之因果關係。此外，也針對文字型和圖像型不同認知風格學習者，採用上述三種不同資訊呈現方式多媒體影音開放式課程進行學習時的學習專注力、學習情緒、認知負荷與學習成效是否具有顯著差異進行探討。
　　研究結果發現：1.學習者採用三種不同資訊呈現方式多媒體影音開放式課程，均可以有效增進學習者之學習成效，但是現場教學式與媒體豐富式之學習成效均顯著高於視窗教學式；2.視窗教學式所引發之學習專注力顯著高於媒體豐富式，其原因可能為心智負荷導致學習專注力的提升；3.三種不同資訊呈現方式多媒體影音開放式課程所引發之學習者正負面學習情緒均無顯著差異；4.三種不同資訊呈現方式多媒體影音開放式課程中，視窗教學式所引發之認知負荷顯著高於現場教學式與媒體豐富式，並且認知負荷高低會影響學習者之學習成效；5.文字型認知風格學習者採用視窗教學式之學習專注力顯著高於媒體豐富式，圖像型認知風格學習者採用視窗教學式之認知負荷顯著高於現場教學式與媒體豐富式；6.無論是文字型與圖像型認知風格學習者，採用現場教學式與媒體豐富式之學習成效均顯著高於視窗教學式；7.現場教學式之學習專注力與負面情緒具顯著正相關，學習專注力與正面情緒具顯著負相關，並發現兩者關係均具有可預測性。最後，本研究再依據成本、技術、媒體豐富度、學習專注力、學習情緒、認知負荷及學習成效面向進行三種不同資訊呈現方式多媒體影音開放式課程之優缺點整體歸納，結果顯示目前尚無絕對的低成本與高成效的多媒體影音教材製作型式被發展出來。期望本研究之成果有助於未來多媒體影音教材設計，以及選擇開放式課程製作模式時之參考。

　　Multimedia materials have become a trend in the production of OpenCourseWare because of the development of network technology and digital media. The common multimedia OpenCourseWare contain empirical teaching, window teaching, and media richness, which present various material production and costs as well as distinct information presentation recording. Nevertheless, little domestic and international research has discussed the effects of the information presentation in multimedia OpenCourseWare on learning performance from the aspect of learners. To enhance the quality and effectiveness of OpenCourseWare, a deep exploration is therefore necessary.
　　This study tends to explore the effects of the information presentation of empirical teaching, window teaching, and media richness in multimedia OpenCourseWare on learners’ attention to learning, learning emotion, cognitive load, and learning performance with Neurosky, the brainwave detection, emWave, the emotion sensing equipment, the cognitive load scale, and the learning performance test. Furthermore, the correlations among learners’ attention to learning, learning emotion, cognitive load, and learning performance induced by the three information presentations in multimedia OpenCourseWare are also discussed. The variables with significantly moderate correlations are proceeded Regression Analysis to ensure the predictable causation. Moreover, the attention to learning, learning emotion, cognitive load, and learning performance of learners with character and image cognitive styles are also explored the differences in the three information presentations in multimedia OpenCourseWare.
　　The research findings are summarized as below. 1. The learning performance of the learners applying the three information presentations in multimedia OpenCourseWare is enhanced, but the learning performance with empirical teaching and media richness is higher than it with window teaching. 2. The attention to learning induced by window teaching is remarkably higher than it with media richness, possibly because the mental workload enhances the attention to learning. 3. The learners’ positive/negative learning emotion induced by the three information presentations in multimedia OpenCourseWare do not appear notable differences. 4. The cognitive load induced by window teaching, within the three information presentations in multimedia OpenCourseWare, is significantly higher than it induced by empirical teaching and media richness, and the cognitive load would affect the learners’ learning performance. 5. The learners with character cognitive style reveal notably higher attention on the application of window teaching than it of media richness, while the learners with image cognitive style appear higher cognitive load on the application of window teaching than it of empirical teaching and media richness. 6. The learners with both character and image cognitive styles present higher learning performance on the application of empirical teaching and media richness than it of window teaching. 7. The attention to learning with empirical teaching shows remarkably positive correlations with negative emotion, but significantly negative correlations with positive emotion; and, the relationship is predictable. Finally, the advantages and shortcomings of the three information presentations in multimedia OpenCourseWare are further concluded based on the dimensions of costs, skills, media richness, learning attention, learning emotion, cognitive load, and learning performance. The results show that there has not been an absolutely low-cost and high-effectiveness multimedia material production model developed. It is expected that the research results could assist in future multimedia material design and be the reference of selecting the open course production model.

目錄
摘要 i
Abstract iii
目錄 vi
圖目錄 viii
表目錄 ix
第一章 緒論 1
第一節、研究背景與動機 1
第二節、研究目的與問題 3
第三節、研究範圍與限制 4
第四節、名詞解釋 4
第五節、論文架構 7
第二章 文獻探討 9
第一節、多媒體學習理論 9
第二節、認知負荷 13
第三節、學習專注力 16
第四節、學習情緒 18
第五節、認知風格 19
第六節、開放式課程 20
第三章 研究方法 23
第一節、研究架構 23
第二節、研究方法 24
第三節、選擇之三種不同資訊呈現方式多媒體影音開放式課程比較 25
第四節、研究工具 28
第五節、實驗設計 33
第六節、資料分析 35
第四章 實驗結果分析 37
第一節、實驗對象背景說明與設計之三種不同資訊呈現方式多媒體影音開放式課程難易度及學習成效分析 37
第二節、學習者使用三種不同資訊呈現方式多媒體影音開放式課程之學習專注力、學習情緒、認知負荷與學習成效差異分析 38
第三節、圖文不同認知風格學習者使用三種不同資訊呈現方式多媒體影音開放式課程學習專注力、學習情緒、認知負荷與學習成效之差異分析 40
第四節、不同資訊呈現方式多媒體影音開放式課程對於學習專注力、學習情緒、認知負荷與學習成效之相關性分析 51
第五節、不同程度學習專注力、學習情緒、認知負荷與學習成效學習者採用三種不同資訊呈現方式多媒體影音開放式課程之學習專注力、學習情緒、認知負荷與學習成效之相關性分析 53
第六節、訪談資料整理 54
第七節、討論 60
第五章 結論 68
第一節、研究結論 68
第二節、未來研究方向 70
參考文獻 72
附錄一、學習成效測驗試題 80
附錄二、認知風格量表 83
附錄三、認知負荷量表 85

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