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研究生:余敏琪
研究生(外文):Min-Chi Yu
論文名稱:線上影片註記環境下,認知風格、自我效能與認知負荷對註記行為與學習表現之影響
論文名稱(外文):The Role of Cognitive Style, Self-efficacy and Cognitive Load on Online Video Annotation Behavior and Performance
指導教授:王淑玲王淑玲引用關係
口試委員:王淑玲
口試日期:2012-06-20
學位類別:碩士
校院名稱:國立臺灣科技大學
系所名稱:數位學習與教育研究所
學門:教育學門
學類:教育科技學類
論文種類:學術論文
論文出版年:2012
畢業學年度:100
語文別:中文
論文頁數:84
中文關鍵詞:線上影片註記影片註記自我效能圖文認知風格認知負荷多媒體學習
外文關鍵詞:on-line video annotationvideo annotation self-efficacyverbal / imagery cognitive stylecognitive loadmultimedia learning
相關次數:
  • 被引用被引用:1
  • 點閱點閱:431
  • 評分評分:
  • 下載下載:31
  • 收藏至我的研究室書目清單書目收藏:0
本研究主要探討在線上影片註記環境中,圖像/文字認知風格、影片註記自我效能、認知負荷對影片註記行為及學習表現之影響。共計74名國小六年級學童參與本研究,並使用「線上影片註記系統」進行線上影片註記。本研究之研究方法採質化與量化並行之方式,在質化的部分採內容分析法,以瞭解學生線上影片註記之行為品質;量化部份則採用問卷調查法,以了解學生之圖像/文字認知風格、影片註記自我效能及認知負荷。

本研究結果顯示,在線上影片註記環境中: (1)影片註記自我效能對中層次線上影片註記行為具有顯著預測力。(2)影片註記效能對認知負荷有顯著的負向預測力。(3)文字型認知風格對認知負荷具有顯著的負向預測力;而高圖像型認知風格者,其認知負荷較低圖像型認知風格者為低。(4)認知負荷對註記品質具有顯著的負向預測力。(5)註記品質與高層次影片註記行為對學習表現皆具有顯著的預測力。最後本研究依據研究結果進行討論,並針對教師教學、數位學習系統設計及未來後續研究提出相關建議。
This study attempted to investigate the role of individuals’ difference (i.e. videoannotation self-efficacy, verbal / imagery cognitive style, and cognitive load) inlearning behavior (i.e. on-line video annotation behavior) and performance in theon-line video annotation environment. There were seventy-four students enrolled inthe course of this study. Both quantitative and qualitative methods were applied fordata analysis. The content analysis was used to analyze the students’ on-line videoannotation behaviors, while some quantative methods were used to analyze or thereliability of the questionnaires for students’ video annotation self-efficacy, verbal /imagery cognitive style, and cognitive load.
The result showed that (1) Video annotation self-efficacy was significantly
predicted mid-level video annotation behaviors. (2) Video annotation self-efficacywas negatively predicted cognitive load. (3) Verbal cognitive style was negativelypredicted cognitive load, and students with high imagery cognitive style have lowercognitive load than those with low imagery cognitive style. (4) Cognitive load wasnegatively predicted the quality of video annotation. (5) The quality of videoannotation and high-level video annotation behaviors were significantly predictedperformance. Finally, implications and suggestions for future research were provided.
中文摘要 I
Abstract II
致謝 III
目錄 IV
表目錄 VI
圖目錄 VII
第壹章 緒論 1
第一節 研究背景與動機 1
第二節 研究問題 5
第三節 研究重要性 6
第四節 研究架構 7
第五節 名詞釋義 8
第貳章 文獻探討 12
第一節 線上影片註記 12
第二節 自我效能 16
第三節 認知風格 19
第四節 認知負荷 22
第參章 研究方法 28
第一節 研究假設 28
第二節 研究對象 29
第三節 研究工具 29
第四節 研究流程 37
第五節 學習任務 38
第六節 資料處理與分析 39
第肆章 研究結果 45
第一節 問卷量表之描述性統計分析 45
第二節 線上影片註記行為與各變項間之統計分析 46
第三節 各研究假設之統計分析 48
第伍章 結論與建議 54
第一節 結論與討論 54
第二節 研究限制 61
第三節 研究建議 62
參考文獻 65
一、中文部分 65
二、英文部分 65
附錄一、影片註記自我效能量表 72
附錄二、認知風格量表 73
附錄三、認知負荷量表 74
附錄四、學習任務「引導提示單」 75
附錄五、參考文章三篇(純文字內容) 76
附錄六、「大屯火山偵查隊」學習單 78
附錄七、「大屯火山偵查隊」學習單評分標準 80
附錄八、實際施測量表 82
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王岱伊、孫春在、王金村(民98)。學習者思考風格對其情境定錨與註記行為的 影響。數位學習科技期刊,1(2),94-105。
吳明清(民80)。教育研究法。臺北市:五南。
歐用生 (民84)。質的研究。臺北市:師大書苑。

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