臺灣博碩士論文加值系統

本研究旨在了解不同多媒體介面的教學模式（圖像+文字+無語音模式、圖像+文字+語音模式、動畫+文字+無語音模式、動畫+文字+語音模式）對國小學童的學習動機、學習成就與學習保留的影響。研究的發現將有助於了解多媒體教學對國小學生的影響，並提供其他教學者做為選擇多媒體介面的參考。
本研究之主要自變項為「多媒體教學模式」，依變項為學童的「學習動機」、「學習成就」與「學習保留」，並隨機抽取四班中部地區的國小六年級學童為研究樣本，得到有效研究樣本160位，將其隨機分派為四組，分別接受不同多媒體介面的教學模式。在實驗教學進行後，分別接受填寫學習動機量表、學習成就測驗、學習保留測驗，以取得本研究所需之研究數據，並對測驗結果進行單因子變異數分析及必要的後續考驗。
歸納資料分析結果，本研究得到結論如下：
一、不同多媒體介面的教學模式可提升國小學童的學習動機
本研究經由單因子變異數分析發現，國小學童在接受不同的多媒體介面來進行教學後，對其學習動機的確會產生有顯著差異的改變。也就是說，使用動畫、語音與文字相互配合的多媒體介面，相較於單一媒體如靜態圖像或語音更能顯著提昇國小學童的學習動機。
二、不同多媒體介面的教學模式無法影響國小學童的學習成就
本研究經由單因子變異數分析發現，國小學童在接受不同的多媒體介面來進行教學後，不管是控制組或實驗組的學童，其學習成就測驗的成績都沒有顯著差異。
三、不同多媒體介面的教學模式無法影響國小學童的學習保留
本研究經由單因子變異數分析發現，國小學童在接受不同的多媒體介面來進行教學後，不管是控制組或實驗組的學童，其學習保留測驗的成績都沒有顯著差異。

The purpose of this study was to examine the effects of different multimedia interface（still graphic and text; still graphic, audio and text; animation and text; animation, audio and text）on elementary students’ learning motivation, achievement and retention. The finding in this study could help the instructor know the effect of different multimedia models to the elementary students, and provide the suggestion to the designers about how to design multimedia interface on a computer-based instruction.
The independent variable in this study was the different multimedia interface, and the dependent variables were motivation, achievement and retention attained after learning. One hundred sixty sixth-grade students were chosen as subjects from the elementary school located in the middle area of Taiwan. The students were randomly assigned into four different treatments and interacted with their respective treatment. After the treatment, the motivation scale measured the students’ motivation for the multimedia interface, the achievement was measured by the achievement test and the retention was measured by the retention test. Data obtained was analyzed by one-way ANOVA to test the effects of elementary students’ learning motivation, achievement and retention for learning different interface of the multimedia computer-based instruction.
Major findings of this study are listed as follows：
（1）There were significant differences in elementary students’ learning motivation. The treatment group had higher scores than the control group.
（2）There were no significant differences in elementary students’ learning achievement. The scores among treatment groups had no differences.
（3）There were no significant differences in elementary students’ learning retention. The score among treatment groups had no differences.

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 研究假設..........................................4
第四節 名詞釋義..........................................5
第五節 研究範圍與限制....................................7
第二章 文獻探討...........................................9
第一節 訊息處理論 ........................................9
第二節 雙碼論............................................13
第三節 多媒體與教學成效..................................18
第四節 學習動機的引發....................................28
第三章 研究方法與步驟.....................................33
第一節 研究架構與設計....................................33
第二節 研究樣本..........................................35
第三節 研究工具..........................................36
第四節 軟體設計..........................................38
第五節 實施程序..........................................42
第六節 資料蒐集與處理....................................44
第四章 研究結果與討論....................................45
第一節 不同多媒體介面的教學模式對國小學童學習動機的影響..45
第二節 不同多媒體介面的教學模式對國小學童學習成就的影響..51
第三節 不同多媒體介面的教學模式對國小學童學習保留的影響..55
第五章 研究結論與建議.....................................58
第一節 結論..............................................58
第二節 建議..............................................59
參考文獻..................................................63
附錄......................................................71
附錄一 學習動機量表......................................71
附錄二 自然科學習成就測驗................................75
附錄三 自然科學習保留測驗................................80
附錄四 多媒體電腦輔助教學軟體畫面........................85

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