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研究生:張容容
研究生(外文):Jung-Jung Chang
論文名稱:大規模網路開放式課程教學方式對不同認知風格學習者注意力與學習成效之研究
論文名稱(外文):Assessing the Effects of MOOCs on Attention and Learning Performance for Different Cognitive Style Learners
指導教授:陳鴻仁陳鴻仁引用關係
指導教授(外文):Hong-Ren Chen
口試委員:陳年興黃武元黃天麒
口試委員(外文):Nian-Shing ChenW.Y. HwangTien-Chi Huang
口試日期:2015-12-04
學位類別:碩士
校院名稱:國立臺中教育大學
系所名稱:數位內容科技學系碩士班
學門:電算機學門
學類:電算機應用學類
論文出版年:2016
畢業學年度:104
語文別:中文
論文頁數:72
中文關鍵詞:注意力認知風格大規模網路開放式課程
外文關鍵詞:AttentionCognitive StyleMOOCs
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近年來以結合遠距和終身學習的大規模網路開放式課程型態,在高等教育界逐漸引起廣泛的注意,然而教室虛擬化相對地產生許多新的問題,最大的挑戰是如何避免學生分心。時值今日,MOOCs 的發展已由強調大規模逐漸轉為關注如何提供個別化學習,而認知風格可反應學習者的個別差異。因此,本研究探討MOOCs之授課方式對不同認知風格學習者學習成效,以及注意力與學習成效之交互影響。本研究採用準實驗研究法,針對大學三年級課程進行教學實驗,以場地相依-獨立與語文-圖像分別為認知風格座標之兩極軸,將認知風格區分為相依語文型、相依圖像型、獨立語文型、獨立圖像型四個面向之認知風格,並將學生隨機分派為實驗組與對照組,結合腦波偵測儀器進行研究。
研究結果顯示,1.不同教學方式之學習成效差異:獨立語文型、獨立圖像型、相依圖像型為實驗組高於控制組,相依語文型則無顯著差異;2.實驗組注意力差異:相依語文型注意力顯著高於獨立圖像型與相依圖像型,而獨立語文型注意力與其他三類型認知風格間都無顯著差異;3.實驗組不同認知風格學習者注意力僅於教學前段有顯著差異;4.實驗組注意力與學習成效之關聯:獨立語文型之注意力與學習成效有高度正相關,其他類型認知風格則無顯著關聯。建議未來研究可加入放鬆值及壓力值之探討,針對各認知風格之注意力、放鬆值、壓力值及學習成效進行分析,更進一步了解在不同認知風格學習者間,影響其學習成效之主要因素。

In recent years, the type of MOOCs combining long distance and lifelong learning has gra- dually drawn the extensive attention in the higher educational circle. However, relatively, the virtualization of classroom also generates many new problems,and the biggest challenge is how to avoid students’ distraction in learning. The MOOCs has gradually developed from emphasizing large scale to focus on how to provide individualized learning and cognitive style can reflect learners’ individual difference. Therefore, this research discussed the learning effectiveness on learners with different cognitive styles by applying the teaching methods in MOOCs, as well as the reciprocal influence between attention and learning effectiveness. The quasiexperimental research was adopted in this research, and the teaching experiment was conducted against the course unit of Internet of Things in the third year of university. Students were classified into experimental group and control group at random, and brain wave monitoring instrument was combined to conduct the experiment.
The research results are as follows: (1) in the aspect of difference in learning effectiveness with different teaching methods,the style of independent verbal, the style of independent imagery and the style of dependent imagery in experimental group is higher than that in control group, and there is no significant difference in the style of dependent verbal between the two groups;(2) in the aspect of difference in learning attention in experimental group,the attention in the style of dependent verbal is significantly higher than the style of independent imagery and dependent imagery, while there is no significant difference in learning attention between the style of in-dependent verbal and other three cognitive styles; (3) there is difference in learners’ learning attention with different cognitive styles in the earlier teaching in experimental group; (4) in the aspect of the correlation between learning attention and learning effectiveness in experimental group, the style of independent verbal has the highly positive correlation, and others have no significant correlation. It is suggested that the future research can add the discussion on meditation and pressure, so as to analyze the attention, meditation, pressure and learning effectiveness of each cognitive style. Thus, the main factors influencing the learning effectiveness for students with different cognitive styles will be further understood

目 次
第一章 緒論................................................1
第一節 研究背景與動機 .......................................1
第二節 研究目的.............................................3
第三節 研究範圍與限制........................................4
第四節 名詞釋義.............................................4
第二章 文獻探討 ...........................................6
第一節 大規模網路開放式課程 .................................6
第二節 注意力 ............................................12
第三節 認知風格............................................17
第四節 小結................................................25
第三章 研究方法...............................................27
第一節 研究設計與流程........................................27
第二節 研究對象...............................................33
第三節 研究工具...............................................33
第四節 實驗教學課程設計............................... .. .....38
第五節 資料處理與分析 .........................................41
第四章 研究結果1..............................................43
第一節 不同教學方式之學習成效分析..............................45
第二節 MOOCs教學方式之注意力與認知風格及學習成效分析1..............48
第五章 結論與建議1............................................58
第一節 研究結論1............................................58
第二節 研究建議1..............................................61
參考文獻............................................... ....62

表 次
表2-1 OCW 與 MOOCs課程比較表.................................9
表2-2 大規模網路開放課程相關研究彙表............................10
表2-3 注意力過濾模式與減弱模式分析表............................13
表2-4 注意力相關研究彙表........................................16
表2-5 整體-分析型認知風格系列列表..............................18
表2-6 語文-圖像型認知風格系列列表..............................18
表2-7 場地相依-獨立型特質比較表.................................21
表2-8 語文-視覺傾向者之特質分析表...............................23
表2-9 認知風格相關研究彙表......................................24
表3-1 研究設計表................................................27
表3-2 自我調整學習策略檢析表....................................38
表3-3 MOOCs 教材課程重點內容....................................39
表4-1 認知風格分類表............................................43
表4-2 實驗組與控制組前後測描述性統計摘要表......................45
表4-3 迴歸係數同質性考驗摘要表..................................46
表4-4 教學方法與認知風格在後測分數之共變數分析摘要表............47
表4-5 教學方式在後測成績之單純主要效果分析表1............. .....48
表4-6 不同認知風格學習者注意力描述性統計.......................49
表4-7 認知風格與注意力之獨立樣本單因子變異數分析摘要表.... .....49
表4-8 不同認知風格與注意力成對比較.......... ...................50
表4-9 認知風格與教學前段注意力描述統計...................... ...53
表4-10 認知風格與教學前段注意力獨立樣本單因子變異數分析摘要表1..53
表4-11 不同認知風格與教學前段注意力成對比較.. ...................54
表4-12 獨立語文型注意力與學習成效兼之積差相關分析1..............57

圖 次
圖2-1 視覺注意力模型 ...........................................14
圖 2-2訊息處理中的記憶與遺忘 ...................................15
圖2-3 認知風格與認知歷程模式....................................19
圖2-4 多媒體認知論模型..........................................22
圖3-1 研究架構圖................................................28
圖3-2 研究流程圖................................................30
圖3-3 認知風格分類圖............................................33
圖3-4 自我調整學習歷程 .........................................36
圖3-5 自我調整學習模型..........................................37
圖3-6 影片呈現畫面為文字........................................40
圖3-7 影片呈現畫面為圖像........................................40
圖3-8 影片畫面語文-圖像呈現時間分析圖...........................41
圖4-1 自我調整學習檢析 .........................................44
圖4-2 實驗組觀看MOOCs學習......................................44
圖4-3 注意力的常態分配P-P圖....................................51
圖4-4 注意力的去除趨勢常態分配P-P圖............................51
圖4-5 認知風格與注意力長條圖...................................52
圖4-6教學前段注意力的常態分配P-P圖............................55
圖4-7教學前段注意力的去除趨勢常態分配P-P圖....................55
圖4-8認知風格與教學前段注意力長條圖............................56
圖5-1各教學時段注意力折線圖....................................60


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