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研究生:潘柳成
研究生(外文):Pan, Liu-Cheng
論文名稱:以認知負荷與多媒體學習認知理論探討試驗性圖文融合英語字彙數位教材對情境興趣與腦波歷程之影響
論文名稱(外文):Applying Cognitive Load Theory and Cognitive Theory of Multimedia Learning to Investigate the Effect of Experimental Pictographic English Vocabulary E-learning Courseware on Situational Interest and Brainwave
指導教授:孫之元孫之元引用關係
指導教授(外文):Sun, Chih-Yuan
口試委員:孫于智佘曉清孫之元
口試委員(外文):Sun, Yu-ChihShe, Hsiao-ChingSun, Chih-Yuan
口試日期:2015-06-18
學位類別:碩士
校院名稱:國立交通大學
系所名稱:教育研究所
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:2015
畢業學年度:103
語文別:中文
論文頁數:96
中文關鍵詞:認知負荷多媒體學習認知理論英語字彙數位教材情境興趣腦波
外文關鍵詞:Cognitive LoadCognitive Theory of Multimedia LearningEnglish Vocabulary E-learning CoursewareSituational InterestBrainwave
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本研究基於認知負荷理論和多媒體學習認知理論,開發了一套圖文融合的「象形字」英語字彙數位教材,以期優化學習者在進行英語字彙教材學習時的認知歷程。為驗證該套教材的教學有效性,本研究進行了受試者內的準實驗設計,共有108個大學生和研究生在數位學習系統上完成了「象形字」教材、純文字和圖文組教材的學習。實驗結果顯示,學習者在「象形字」教材的學習成效顯著高於純文字,與圖文組則無顯著差異;學習者在「象形字」組教材感受到的認知負荷為中等,感受到的情境興趣為三組中最高;且透過腦波儀偵測的持續注意力和量表測量的集中注意力,結果均顯示「象形字」組表現最佳。研究者對該結果進行討論,認為該教材具有良好的教學有效性,並可爲日後的多媒體英語字彙教材設計提供借鑒。
The purpose of this study was to develop an experimental pictographic English vocabulary e-learning courseware, which optimizes learners’ cognitive processes based on cognitive load theory and cognitive theory of multimedia learning. To examine the effectiveness of this courseware, this study utilized the within-subjects quasi-experimental design. The participants were 108 graduate and college students who used the learning materials presented in the formats of text only, text-with-picture, and pictograph in the e-learning system. The results showed that students’ performance on the pictographic materials was significantly higher than that on the text-only materials while no significant differences were found between pictographic and text-with-picture materials; the cognitive load perceived on pictographic material was medium; the situational interest and focused attention perceived on the pictograph material were both the highest among the three formats; and the sustained attention, measured by EEG, on the pictograph material was also the highest. Results of this study serve as a valuable reference for future implications while providing new approach for designing English vocabulary courseware in multimedia environment.
目錄
摘要 I
Abstract II
致謝 III
目錄 IV
表目錄 VI
圖目錄 VIII
第一章、 緒論 1
第一節、 研究背景與動機 1
第二節、 研究目的 4
第三節、 研究章節 5
第四節、 名詞釋義 5
第二章、 文獻探討 8
第一節、 認知負荷理論 8
第二節、 多媒體學習認知理論 18
第三節、 圖文呈現的英語字彙多媒體教材 26
第四節、 用腦波儀測量注意力 41
第五節、 情境興趣 46
第三章、 研究方法 49
第一節、 研究架構 49
第二節、 研究問題 50
第三節、 實驗流程 51
第四節、 研究對象 55
第五節、 研究工具 55
第四章、 資料分析與結果 66
第一節、 不同呈現方式在學習成效上的差異 66
第二節、 不同呈現方式在認知負荷上的差異 68
第三節、 不同呈現方式在注意力上的差異 70
第四節、 不同呈現方式在情境興趣上的差異 74
第五章、 討論與建議 77
第一節、 研究結論 77
第二節、 研究之限制與未來建議 86
參考文獻 88
附录一 94
附錄二 95
附錄三 96


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