運用眼動探討不同的多媒體媒材形式對學生科學解釋能力之影響

Abstract

本研究目的是藉由大學一年級學生使用本研究所發展之科學解釋能力數位學習內容，探討三種線上實驗媒材的呈現模式(動態影像文字、靜態並列圖文、序列呈現圖文)學習對其科學概念、科學解釋能力和眼動行為的表現影響。在本研究所發展的三種線上實驗媒材理化學習課程，包括十個有關國中理化章節「力與壓力」、「溫度與熱」的相關科學解釋數位學習內容中，讓學生進行預測、觀察與解釋的流程。 研究結果顯示，科學概念測驗學習成效分析結果發現三組後測的表現結果達顯著差異，其中動態影像文字組學生的表現結果比序列呈現圖文組學生好；在科學解釋能力成效也顯示三組後測科學解釋能力的表現結果達顯著差異，動態影像文字組學生的科學解釋能力優於序列呈現圖文組學生；眼動變化模式分析上，三組比較結果達統計上的顯著水準，顯示動態影像文字組的眼動資料的平均凝視時間和平均回視時間也較其他兩組久。這些結果顯示動態影像文字組的平均凝視時間較久，表示訊息處理的過程較久，學生亦能獲得較佳的學習效果。

This study investigate the effects of three different multimedia presentations (dynamic video-text, static graphics-text, serial graphics-text) on students’ performance of physics concepts, on-line scientific explanations and their eye movement behaviors. Ten physics learning events involving the topic of "Force and Pressure" and "Temperature and Heat" were developed for three different multimedia presenations online learning materials. The results showed that the effects of learning scientific concepts test of three groups reached statistically significant difference level, wheres the dynamic video-text group’s student ioutperofrmed than to the serial graphics-text group’s students. For the results of scientific explanation, it also reveals the similar pattern that the dynamic video-text group of students outperformed than to the serial graphics-text group students. Regarding to the pattens of students’ eye movement, results of total duration on whole picture, and area of interest and total regression duration all indicated that the dynamic video-text group allocated greater attention than tot the other two groups. In short, this study demonstrated the mean of fixation duration of dynamic video-text group’s students allocated greater attention which resulted in better performance of scientific reasoning.