臺灣博碩士論文加值系統

　　本研究為2 x 2的二因子實驗設計，旨在探討不同空間能力（高、低）之學生，經由不同型式之多媒體動畫（2D、3D）教材學習「現代原子模型」單元，其學習成效、心智模式、眼動變化模式和腦波動態變化為何。本研究的研究對象為新竹市某高中之一年級學生，學生學習前先施以空間能力測驗、科學概念成就測驗前測及科學概念心智模式測驗前測等三項測驗，並依科學概念成就測驗前測結果，將60名學生指定分配到兩個不同組別，每組人數均為男生18人，女生12人，此兩組學生在科學概念成就測驗前測成績未達顯著差異。兩組學生分別使用2D或3D多媒體動畫進行網路學習。學習過程中會記錄學生之腦波變化及眼動變化兩項資料，以探討學生利用2D或3D多媒體動畫教材進行學習時，其腦波變化及眼動變化為何。待學生學習完畢，施以科學概念成就測驗後測及科學概念心智模式測驗後測，藉由前、後測結果比較之差異，探討2D及3D動畫教材對學生科學概念建構之學習成效、心智模式、眼動模式以及腦波動態變化為何。
　　研究結果顯示，在科學概念成就測驗方面，空間能力與多媒體動畫型式二因子之間並無交互作用，高空間能力與低空間能力兩組在組間的比較達顯著差異，高空間能力組的成績顯著優於低空間能力組；多媒體動畫型式2D及3D兩組之科學概念成就測驗成績在組內的前測及後測比較達顯著差異，即後測的結果均顯著優於前測，但兩組間之比較則未達顯著差異。在心智模式測驗方面，2D及3D組兩組之科學概念心智模式測驗成績在組內的前測及後測比較達顯著差異，即後測的結果均顯著優於前測，而兩組間的比較為3D組優於2D組，只是未達顯著差異。在眼動變化模式方面，3D組的學生無論是在全域的凝視時間與關鍵區凝視時間、掃視時間及回視時間，均顯著較2D組長；空間能力低的學生在平均凝視時間顯著較空間能力高的學生長，而在全域掃視時間則較短。在腦波動態歷程方面，3D組無論在θ波、upper α波及upper β波之平均功率值都顯著較2D組來得強；低空間能力學生在θ波之平均功率值都顯著較高空間能力組來得強，而在upper α波及upper β波則顯著較弱。

The quasi-experimental design with 2 x 2 factors used in this study. Aim to explore the student with different spatial ability (high and low) used different type of animation (2D and 3D) to learn the scientific concept about atomic orbital model, the impact of their scientic concept construction learning achievement, mental model constrution, eye movement patterns and variation of EEG.
Students from a high school at Hsin-Chu Country were involved in this study. Three different tests were administered to all of students which are spatial ability test, the pre-test of scientific conception test and the pre-test of mental model test. A total of sixty ten-grade students were assigned into two different groups by the results of the pre-test of scientific conception test. There are 18 male and 12 female in each group. The results of the pre-test of scientific conception test are not significantly between two groups. Two group students were learning through the 2D or 3D multimedia animation on web-based learning environment. Students’ EEG and eye movement were recoded when they are learning, employed to explore the variation of EEG and eye movement by learing from the multimedia animation. After learning, two different tests were administered to all of students which are the post-test of scientific conception test and the post-test of mental model test. Students’ different performance in pre- and post-test employed to explore how 2D and 3D animation impact their achievement of scientific concept construction, mental model construction, eye movement pattens and variation of EEG.
Results indicate that there are not any interaction between spatial ability and type of multimedia animation in the scientific conception test. And students with high spatial ability outperform significantly than students with low spatial ability. Regardless the 2D or 3D group all perform better in post-test than pre-test in the scientific conception test, but there are not significantly different between two groups. Results also indicated that regardless the 2D or 3D group all perform better in post-test than pre-test in the mental model test. In spite of the 3D group outperform than 2D group, there are not significantly between two groups. About the pattens of students’ eye movement, results of total duration on whole picture, total duration on special areas, total duration of saccade on special areas and total duration of regression on special areas showed that the 3D group significantly outperform than 2D group. For mean fixation duration showed that the students with high spatial ability outperform than the students with low ability. For total duration of saccades on whole picture showed that the students with low ability outperform than the students with high ability. About the variation of EEG, regardless of the power of theta band, upper alpha band and upper beta band, the 3D group all significantly stronger than 2D group. For the power of theta band showed that the students with low spatial ability stronger than the students with high spatial ability, and weaker for the power of upper alpha band and upper beta band.

中文摘要 i
英文摘要 iii
誌謝 v
目錄 ix
表目錄 xi
圖目錄 xiv
第一章 緒論 1
第一節 研究背景與研究動機 1
第二節 研究目的 2
第三節 研究問題與研究假設 2
第四節 重要名詞釋義 4
第五節 研究範圍與限制 5
第二章 文獻探討 7
第一節 科學概念學習 7
第二節 多媒體動畫與科學學習 8
第三節 空間能力與科學學習 11
第四節 腦波與科學學習 14
第五節 眼動與科學學習 17
第三章 研究方法 21
第一節 研究對象 21
第二節 研究設計 21
第三節 研究流程 24
第四節 研究工具 25
第五節 教學設計 27
第六節 資料蒐集與分析 28
第四章 研究結果與討論 31
第一節 不同平面空間能力學生經由不同型式多媒體動畫學習之科學概念學習成效、眼動變化模式及腦波動態歷程分析 31
第二節 不同立體空間能力學生經由不同型式多媒體動畫學習之科學概念學習成效、眼動變化模式及腦波動態歷程分析 50
第三節 學生經由不同型式多媒體動畫學習之科學概念學習成效、心智模式變化、眼動模式及腦波動態歷程分析 70
第四節 學生觀看不同類型之眼動模式及腦波動態歷程分析 85
第五章 結論與建議 93
第一節 結論 93
第二節 建議 96
參考文獻 99
附錄
附錄一　多媒體網路課程內容架構 107
附錄二　科學概念成就測驗 117
附錄三　科學概念心智模式測驗 123
附錄四　科學概念心智模式測驗結果質性分析表及評分標準表 125
附錄五　科學概念心智模式測驗結果之整體變化分佈表 127
附錄六　lower α波之各式統計分析表 129
附錄七　lower β波之各式統計分析表 133

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