探討後設認知介入生物細胞週期多媒體學習對學生知識建構的影響

Abstract

本研究目的為探討後設認知介入生物週期多媒體學習對學生知識建構的影 響與眼動的行為。研究對象為 40 位大一學生並進行隨機分配，後設認知介入組20 人，無後設認知介入組 20 人，所有學生均接受三種不同的測驗，包括「細胞週期概念測驗」、「細胞週期心智模型測驗」、「細胞週期學習遷移測驗」。多媒體是先呈現圖片頁再呈現文字頁的方式交替中出現。而在多媒體播放過程中，後設認知介入組會給予機會進行思考已學習過的內容，瞭解自己學習的問題，並要求針對已學習過的圖片頁內容繪出其心智模型。以期望在接下來的文字頁中，後設認知介入組的注意力更能放在所需的文字頁資訊上，以解決他們的問題。

研究結果顯示，在三種測驗上，兩組皆有顯著的進步。只有在細胞週期學習遷移測驗方面，有後設認知介入組顯著優於無後設認知介入組。眼動資料顯示，在整體的表現上「圖片頁的總回視時間」與「文字頁的總回視時間」皆具有預測「細胞週期概念測驗」後測的表現。亦顯示出當圖片頁或文字頁回視的時間愈久，對於學習者在細胞週期知識建構上愈有明顯的幫助。

The purpose of this study was to explore the effectiveness of metacognition integrated cell cycle multimedia learning materials on students’ knowledge construction. Their eye movement behaviors also were collected during their learning periods. There are 40 college freshmen recruited to participate in this study which randomly assigned 20 of them into metacognition intervention group and the other 20 of them into non-metacognition intervention group. All of them have received three different tests which are cell cycle conception test, cell cycle mental model test, and cell cycle learning transfer test. The sequence of presentation the multimedia learning materials is to present its picture information then following by text information. For the metacognition intervention group, they were requested to summarize and make a drawing of their mental model regarding to what they have learned from the picture information which allowed them to reorganize the information they have learned from the picture, recognize their problem of learning during the picture information presentation. The design of metacognition intervention group is hoping to shift their attention to resolve their problems while the following text information presentation.

The results demonstrated that both of the groups have made improvement on three tests. Metacognition intervention group outperformed significantly than to the non-metacognition intervention group in the cell cycle learning transfer test. The eye movement behavior results demonstrated that total regression duration students allocated in the picture pages and text pages has the power to predict their performance on their post-cell cycle conception test. It implies that the greater rereading time on the picture or text pages, the better they perform on the cell cycle knowledge construction.