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研究生:施駿宏
研究生(外文):Chun-Hung Shih
論文名稱:多媒體呈現方式與空間能力對國二學生「地震」與「海嘯」學習結果之影響
論文名稱(外文):The effect of multimedia presentation mode and spatial ability toward eighth grade students'' retention and transfer of learning about earthquake and tsunami
指導教授:陳姚真陳姚真引用關係
指導教授(外文):Jane Chen
學位類別:碩士
校院名稱:國立中正大學
系所名稱:教育學研究所
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2009
畢業學年度:97
語文別:中文
論文頁數:155
中文關鍵詞:形式原則冗餘原則動畫空間能力
外文關鍵詞:modality principleanimationredundancy principlespatial ability
相關次數:
  • 被引用被引用:20
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  • 評分評分:
  • 下載下載:200
  • 收藏至我的研究室書目清單書目收藏:1
本研究以R.Mayer的多媒體學習認知理論為基礎,在系統自動播放多媒體教材與學習者自行播放形式下,檢驗多媒體教材設計原則中的形式原則與冗餘原則,並同時考慮動靜態視覺教材設計與學習者的空間能力個別差異,以探討不同的多媒體呈現方式與空間能力對學習結果的影響。
本研究採取6×2二因子準實驗設計,包含兩個實驗,以兩所國中、162位國二學生為研究對象。兩個實驗的自變項都是多媒體呈現方式(動畫+文字、動畫+旁白、動畫+旁白+文字、圖+文字、圖+旁白、圖+旁白+文字)和空間能力(高、低),實驗一的多媒體教材為系統自動播放,實驗二則由學習者依其學習速度自行播放教材,依變項為「地震」和「海嘯」兩單元的學習成效(學習保留、學習遷移)與學習時間。
研究結果發現:
(一)不論系統自動播放或學習者自行播放教材方式,多媒體呈現方式與空間能力對學習成效與學習時間皆無顯著的交互作用影響。
(二)在系統自動播放模式下,多媒體呈現方式顯著影響學習成效,當視覺訊息以動畫呈現,「動畫+旁白」組的學習成效皆顯著優於「動畫+字」、「動畫+旁白+字」;當視覺訊息以圖片呈現,「圖+旁白」組僅有地震單元的學後保留顯著優於「圖+文字」與學習遷遷移顯著優於「圖+旁白+字」組,「圖+旁白」組在二單元的學習遷移皆顯著優於「圖+文字」與「圖+旁白+文字」組,在學習者自行播放模式下,不同的多媒體呈現方式的學習成效與學習時間並無顯著影響,換言之,形式原則與冗餘原則僅存在於系統自動播放的多媒體學習環境中,在學習者自行控制教材呈現速度的情境下,並未出現形式原則與冗餘原則。
(三)在兩個實驗中,動靜態視覺教材設計與空間能力的學習成效與學習時間皆無顯著差異。
(四)在系統自動播放模式下,高空間能力者的形式原則與冗餘原則設計效應並未高於低空間能力者。
(五)在系統自動播放教材的情況下,空間能力並未對好的多媒體呈現方式(動畫+旁白、圖片+旁白)發揮增強效果。
Mayer (2001) has proposed the principles of designing multimedia instructional presentations based on cognitive theory of multimedia learning. In this study, the researcher consider individual differences of learners’ spatial ability and focus on verifying modality principle and redundancy principle that Mayer mentioned to:

1) investigate the effect of different multimedia presentation modes and learners’ spatial ability on learning performance and learning time;

2) provide basic principles of designing and choosing multimedia instructional presentations according to the results in this study.

This study uses 6×2 two-factor quasi-experimental design, including two experiments. The participants are 162 eighth grade students recruited from two junior high schools in Chia-yi County and Chia-yi City respectively. The independent variables in two experiments are the modes of multimedia presentation (animation with text, animation with narration, and animation with narration and text; graphics with text, graphics with narration, and graphics with narration and text) and participants’ spatial ability (high, low). The multimedia instructional presentation includes two units about earthquake and tsunami designed by the researcher. The multimedia instructional presentation in experiment Ⅰ is presented automatically by the computer program and the dependent variable is learning performance including learning retention and learning transfer. The multimedia instructional presentation in experiment Ⅱ is operated and controlled by participants and the dependent variables are learning performance and learning time. The participants join the pretest of prior knowledge and spatial ability first. Then the participants received multimedia instructional presentations and take the retention test and transfer test.

The main results of this study are:
1. In experimentⅠ, the different multimedia presentation modes significantly affect learning performance. When the visual information is presented in animation, the retention test and transfer test score of the animation with narration group is significantly better than the animation with narration group and the animation with narration and text group; When the visual information is presented in graphics, the retention test score of the graphics with narration group in the earthquake unit is significantly better than the graphics with text group and the graphics with narration and text group in learning transfer. The transfer test score of the graphics with narration group in the tsunami unit is significantly better than the graphics with text group and the graphics with narration and text group in learning transfer. In experiment Ⅱ, the different multimedia presentation modes have no significant effect on learning performance and learning time of learners. In other words, modality principle and redundancy principle are effective only when the multimedia instructional presentation is presented automatically by the computer program.

2. Whether the visual information is presented by animation or graphics has no significant effect on learning performance and learning time in both experiments.

3. The spatial ability of learners has no significant effect on learning performance and learning time in experimentⅠ&Ⅱ.

4. In experimentⅠ&Ⅱ, the interaction of different multimedia presentation modes and learners’ spatial ability has no significant effect on learning performance and learning time.

5. Modality principle and redundancy principle are effective only when the multimedia instructional presentation is presented automatically by the computer program.

6. The modality principle effect and redundancy principle effect of participants with high spatial ability is not stronger than which of participants with low spatial ability, when the multimedia instructional presentation is presented automatically by the computer program.

7. Spatial ability does not enhance good multimedia presentation (animation with narration, graphics with narration) , when the multimedia instructional presentation is presented automatically by the computer program.
第一章 緒論
第一節 研究背景與動機
第二節 研究目的與待答問題
第三節 重要名詞釋義
第四節 研究範圍與限制
第二章 文獻探討
第一節 多媒體與多媒體學習相關理論
第二節 多媒體學習形式原則與冗餘原則相關研究
第三節 動靜態圖像設計方式與空間能力相關研究
第三章 研究設計與實施
第一節 研究架構與假設
第二節 研究方法
第三節 研究對象與工具
第四節 研究程序
第五節 資料處理
第四章 資料分析與討論
第一節 多媒體呈現方式與空間能力對學習結果交互作用影響之分析
第二節 多媒體呈現方式對學習結果影響之主要效果分析
第三節 高低空間能力者的學習結果差異分析
第四節 高低空間能力者冗餘效應與形式效應強度比較結果分析
第五節 空間能力對多媒體設計學習結果的增強作用結果分析
第六節 研究發現與討論
第五章 結論與建議
第一節 研究結論
第二節 建議
參考文獻
附錄一 「地震」主題學習內容範例
附錄二 「海嘯」主題學習內容範例
附錄三 「地球科學-地震」先備知識測驗
附錄四 「地球科學-海嘯」先備知識測驗
附錄五 「地球科學-地震」學習成效測驗
附錄六 「地球科學-海嘯」學習成效測驗
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