多媒體教材在不同行動載具上的認知負荷與學習成效之研究－以高一地球科學「太空中的地球」為例

Abstract

在教學上，資訊融入教學已經成為不可或缺的一部份。在高中地球科學教材中，有許多現象是平面傳統教材無法具體呈現，常使學生學習成效不彰。利用多媒體教材，可以彌補傳統教材的不足。使用行動載具，不受時間地點的限制、隨時瀏覽多媒體教材，正是目前的趨勢。然而，何種尺寸大小的行動載具較適合於行動學習？在小螢幕的行動載具上，多媒體教材適合容納多少的資訊量？ 本研究採用準實驗設計方法，實驗對象為苗栗一所高中3個班級學生共97人，實驗教材為高一地球科學「太空中的地球」單元，探討不同尺寸的行動載具，搭配不同資訊量的多媒體教材，對於學習者的認知負荷及學習成效的影響。 依據以上的研究動機，本研究擬提出如下的研究目的如下： (1)探討不同螢幕尺寸及不同資訊量，對認知負荷的影響。 (2)探討不同螢幕尺寸及不同資訊量，對學習成效的影響。 (3)探討不同尺寸螢幕及不同資訊量下，認知負荷與學習成效是否有相關性。 依據統計分析的結果發現如下： (1)3.5吋的螢幕、搭配資訊量4的多媒體教材之認知負荷最低、學習成效最好。 (2)3.5吋及2.8吋螢幕多媒體教材之認知負荷及學習成效明顯優於2.0吋螢幕。 (3)資訊量4的多媒體教材之認知負荷及學習成效明顯優於資訊量2。 (4)不同尺寸行動載具上的認知負荷與學習成效呈現高度相關。 本研究的結果，可提供教師在往後教導「太空中的地球」主題教學時，製作行動學習多媒體教材之參考。

Information incorporating teaching has become the integral part of teaching. There are many phenomena that traditional text-based courseware can not show concretely, and the learning achievement of student is often ineffective. Using multimedia courseware can make up the inadequacy of traditional text-based courseware. The current trend is that students can learn multimedia courseware on mobile devices at anytime and anywhere. However, which size of mobile devices is more suitable for m-learning? How many elements of information are more suitable for learning on mobile devices with small screen? This study is based on quasi-experimental method. The subjects of the experiment are 97 the 1st year high school students in Miaoli County, Taiwan. The learning subject is one earth science lecture- The Earth in Space. And the method is to see students’ cognitive load and learning achievement by different combinations of screen sizes and information contents of multimedia courseware on mobile devices. Based on above motivation, we propose the following research purposes: (1) To investigate the effects of different screen sizes and different information contents on the cognitive load. (2) To investigate the effects of different screen size and different information contents on the learning achievement. (3) To investigate the relationship of cognitive load and learning achievement on different screen sizes and different information contents. Based on the quantitative data analysis, we have the following findings: (1) The 3.5-inch screen multimedia courseware with 4 information elements has minimum cognitive load and the best learning achievement. (2) Compared with 2.0-inch screen, multimedia courseware with 3.5-inch screen and 2.8-inch screen both have significantly better cognitive load and learning achievement. (3) Compared with 2 information elements, multimedia courseware with 4 information elements has much better cognitive load and learning achievement. (4) A high correlation between cognitive load and learning achievement exists in different size mobile devices. Above findings could provide good references for tutors to edit multimedia courseware on mobile devices.