臺灣博碩士論文加值系統

本研究探討不同的視覺引導教材設計於示例教學上，對學生學習成就表現與認知負荷差異的影響；以七年級數學二元一次聯立方程式單元為教材設計主題，採準實驗研究法於七年級常態班級進行實驗。並藉此研究初步發展認知負荷量表以及觀察專業知識反轉效應。
實驗結果分析得到：
1.不同的視覺引導教材設計於示例教學上，對於低先備知識學生(未學過學生)的學習成就有顯著的差異。融合代數教材設計原則的視覺引導教材設計，有助於低先備知識學生的學習成就表現。
2.不同的視覺引導教材設計於示例教學上，對於低學習成就學生的學習成就有顯著的差異。融合代數教材設計原則的視覺引導教材設計於示例教學上，有助於低學習成就學生的學習成就表現。
3.不同的視覺引導教材設計於示例教學上，對於高先備知識學生(已學過學生)的困難度認知負荷有顯著的差異。視覺引導教材皆能降低高先備知識學生的困難度認知負荷，而融合代數教材設計原則的教材，能降低更多。
4.不同的視覺引導教學設計於示例教學上，以效應值和學習者投入學習的觀點判斷，有專業知識反轉效應的產生。但對於高先備知識學習者和高學習成就學習者無負面影響。
關於初步發展的認知負荷量表，未臻成熟，有待未來繼續發展。

　　In this study, we use different visual guiding materials to the worked-example teaching. The purpose is to discuss how the visual guiding materials can have effect both on students’ performance and their cognitive load. Our study designed the unit of systems of first-order algebraic equations in variables of mathematics for the seventh grade, and with quasi-experimental design, the experiment targets the classes of normalized class assignment. Meanwhile, we try to develop the rating scales of the cognitive load as a pilot study and explore the expertise reversal effect.
　　The results are as follows.
　　Firstly, the worked-example teaching with different visual guiding materials remarkably encourage learners of low prior knowledge. The material with the algebra material design principles is really helpful to the learners in their performance.
　　Secondly, the worked-example teaching with different visual guiding materials remarkably encourage learners of low achievement in their performance. The material with the algebra material design principles is also helpful to the learners.
　　Thirdly, the worked-example teaching with different visual guiding materials cause significant effect on the cognitive load of the difficulty from the learners of high prior knowledge. Visual guiding materials, especially those by algebra material design principles, can reduce the cognitive load of the difficulty more prominently.
　　Finally, the worked-example teaching with different visual guiding materials principles lead to expertise reversal effect in view of the effect size and learners’ involvement. However, there is no negative impact on the learners of high prior knowledge and of high achievement in their performance.
　　Nevertheless, there are still problems for the pilot study of the rating scales of cognitive load, and thus it remains to be improved with future studies.

中文摘要 I
英文摘要 II
誌謝 V
目次 VII
表次 X
圖次 XIII
第一章 緒論 1
1.1 研究動機與背景 1
1.2 研究目的 2
1.3 研究問題 3
1.4 研究範圍與限制 3
1.5 名詞解釋 4
第二章 文獻探討 7
2.1 認知負荷理論 7
2.1.1 認知負荷類型 8
2.1.2 認知負荷效應 10
2.1.3 認知負荷測量 15
2.1.4 對於本研究的幫助 22
2.2 多媒體學習理論 25
2.2.1　多媒體學習理論三大認知假設 25
2.2.2 多媒體認知學習的五個步驟 28
2.2.3 多媒體設計原則 28
2.2.4 對於本研究的幫助 33
2.3 適性指標 34
2.3.1 適性指標的定義 34
2.3.2 適性指標設計原則 35
2.3.3 適性指標與多媒體學習理論之設計原則 36
2.4 代數教材設計原則 38
2.4.1 教學內容結構化 38
2.4.2 教材呈現區塊化 38
2.4.3 建立訊息關聯 40
2.4.4 口語簡化解說 42
2.4.5 對於本研究的幫助 42
2.5 專業知識反轉效應 43
2.5.1 專業知識反轉效應的類型 43
2.5.2 專業知識反轉效應的判斷 46
第三章 研究方法 47
3.1 研究步驟 47
3.2 研究對象 48
3.3 研究設計 54
3.3.1 研究法 54
3.3.2 研究變項與假設 54
3.3.3 實驗流程 56
3.4 研究工具 57
3.4.1 教材修改 57
3.4.2 實驗工具 63
3.5 資料分析 75
3.5.1 SPSS 75
3.5.2 Effect size 75
3.5.3 學習效率 (Instructional Efficiency) 76
3.5.4 投入分數 (Instructional Involvement Score) 78
3.5.5 綜合學習成效與投入分數 79
第四章 研究結果與討論 81
4.1 受試學生測驗資料 81
4.1.1 整體 82
4.1.2 以是否學過再分組 85
4.1.3 以學習成就區分 90
4.2 資料分析與假設說明 98
4.2.1 學習成就分析 98
4.2.2 認知負荷分析 107
4.2.3 學習成就與認知負荷暨專業知識反轉效應分析 120
4.3 認知負荷量表分析 127
4.3.1 因素分析 127
4.3.2 信度分析 132
4.3.3 相關性分析 134
4.3.4 逐步迴歸分析 138
4.4 研究結果摘要 144
4.4.1 學習成就部份結果 144
4.4.2 認知負荷量部份 145
4.4.3 專家反轉效應部份 145
4.4.4 認知負荷量表部份 146
第五章 研究結論與建議 147
5.1 研究結論 147
5.2 建議 148
5.3 未來研究 150
參考文獻 153
中文文獻 153
英文文獻 155
附錄一 修改頁面呈現 160
附錄二 前測卷 173
附錄三 學習單 174
附錄四 後測卷 177
附錄五 認知負荷量表版本 179

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