激發式動態呈現對學習成效與認知負荷影響之研究-以一元一次方程式為例

Abstract

九年一貫的教育目標在於「把每一位學生帶上來」，根據統計有百分之二十到三十的學生會有學習上的困難。我們應該配合適宜的課程與教材規畫，輔以多媒體教學設計，來減少學生因為經驗與基本能力不足所造成的學習挫折與障礙。 激發式動態教學 (Trigger-based Animation)是以課程授課為導向，結合認知心理學、認知負荷理論及多媒體教學理論的一種教學工具，展演過程中更能輕易吸引學生的注意力，藉以引導學習，減少工作記憶的負擔，進而降低認知負荷。 學生在面對代數文字題型時，多半無法了解題意，將文字訊息轉譯成數學符號列出代數式。當元素之間的交互關係越高，相對的認知負荷量就越大(Ayres,2006)。因此本研究希望運用激發式動態呈現協助注意力引導；在代數教材設計原則下，結合適性指標，將訊息結構化及區塊化，使其具有易得性及關聯性，藉以降低元素間的交互作用。 本研究主題以一元一次方程式-應用題列式單元為教材設計主題，隨機挑選此單元學習成就低落的學生，分成三班進行補救教學實驗，並採用準實驗研究法。結果顯示在激發式動態教學環境下，將文字訊息結構化並加入圖像化的設計，對學生在學習成效及降低認知負荷皆具有顯著效果。

The goal of the grade 1-9 curriculum is “to improve each student’s learning ability”. According to statistics, there are 20% to 30% of students who have difficulty in learning. We should use suitable class and material teaching plans in order to decrease the number of students who fail to learn because of experience and inadequate base abilities. “Trigger-based Animation” is a curriculum-oriented instruction method. It is a kind of teaching tool that connects cognitive psychology, Cognitive Load Theory and the theory of multi-media teaching. The form of expression used more easily attracts the attention of students in order to guide their learning, decrease the load of working memory and reduce the cognitive load. Most students can’t understand the meaning of algebra word problems and find it difficult to translate text message lists into algebraic mathematical symbols. The challenge is greater when the interaction between elements causes a higher cognitive load (Ayers 2006). Therefore, this study intends to use Trigger-based Animation in order to assist students to guide their attention in the context of algebra textbook design principles, and by combining appropriate index, message structure and sectioning strategies, and to create natural and relevant learning experiences that reduce the effect of interaction between elements. For the research topic “One Variable Linear Equation Word Problems”, randomly selected low learning achievement students are divided into three classes of remedial teaching experiments, using the quasi-experimental method and serve as units for the title theme of the teaching materials. The results indicate that a learning environment in line with the principles of a Trigger-based Animation environment, and with the structure of text and picture messages, significantly reduces the effect of cognitive load and improves students’ learning achievement.