比較資訊圖像和一般圖文對於讀者認知負荷、情境興趣、概念理解之影響：以奈米概念為例

Abstract

本研究目的是以資訊圖像的文獻為基礎，設計出以奈米概念為主題的資訊圖像，探討資訊圖像與一般圖文融入科學閱讀，對於讀者認知負荷、情境興趣、概念理解的影響差異，並探討認知負荷、情境興趣、概念理解與讀者閱讀時間之間的相關性。 本研究採準實驗研究設計，在臉書社團利用網址連結徵求非科學專業的研究生參與研究，並藉由系統隨機抽籤的方式，將受測者分為資訊圖像組(實驗組)、一般圖文組(對照組)，兩組受測者閱讀兩種不同形式的科學訊息，並進行概念理解前測及包含認知負荷、情境興趣、概念理解的後測，且透過系統紀錄讀者的閱讀時間。共回收有效問卷112份，其中資訊圖像組為53人，一般圖文組為59份。測驗與量表除了選擇題，也加入開放式問題以深入了解讀者對兩種圖文呈現方式的觀感。 研究結果顯示，資訊圖像讀者比較於一般圖文讀者，閱讀時感受到的認知負荷較低、情境興趣較高，讀者表示資訊圖像生動的圖片有利於閱讀，而一般圖文較為冗長的文字與描述則導致閱讀困難與無趣；在概念理解方面，無論是整體或是單選題不同層次的表現，兩組讀者後測成績皆有進步，但資訊圖像讀者進步幅度顯著優於一般圖文讀者；開放式問題則兩組皆無顯著進步。閱讀時間方面，讀者閱讀資訊圖像所花的時間平均較閱讀一般圖文長。認知負荷(反向評分)、情境興趣、概念理解前測、後測四個變數之間呈現高度正相關，而閱讀時間與前四者均呈現中度正相關。當將前測與閱讀時間的解釋力排除後，認知負荷、情境興趣、概念理解後測的淨相關係數亦達到顯著的高度正相關。

The purpose of this study was, first, based upon the literature to design a set of infographic information using nanoscience as the topic, and, second, to compare the effects of infographic and the typical text-based representation on the cognitive load, situational interest, and conceptual understanding. The quasi-experimental design was used in this study. We invited a group of non-science graduate students through a the facebook community to participate in the study carried out online. These students were randomly divided into two groups: informatics group (experimental group), and typical text-based representation group (control group). Two Groups of students completed a pre-test on conceptual understanding and then read respectively two different forms of scientific information. Their reading time was record by the computer system. After reading, all students were asked to complete the post-test including cognitive load, situational interest and conceptual understanding. A total of 112 valid questionnaires were collected, of which 53 were in the experimental group and 59 in the control group. In addition to multiple choice questions, we included open-ended questions to understand better reader’s perceptions of these two kinds of presentation. The results show that the readers of infographics were more likely to have a lower cognitive load and a higher level of situational Interests. Readers of the former group commented that vivid images in infographics are helpful for reading, and those of the latter group felt that lengthy text and description have led to their difficulties and disinterest in reading. In conceptual understanding, both the whole and the different levels of multiple-choice performance, both groups made improvement, but infographics readers improved significantly better than their counterpart ; Neither of the two groups had significant improvement on their performance of open-ended questions in conceptual understanding. With regard to reading time, the infographic readers spent in average more time than the text-based representation readers. Using correlation test, we found that cognitive load (reverse score), situational interest, and conceptual understanding post-test and pre-test are highly positively correlated with each other, and was moderately positively correlated with the reading time. When the impact of pre-test and reading time were removed, significant positive correlation was found among cognitive load, situational interest and conceptual understanding post-test as well.