激發式動態教學對學習成效與認知負荷影響之研究─以簡易二次函數圖形為例

Abstract

激發式動態教學是基於認知負荷理論與多媒體學習理論所提出的教學概念。教師以激發式動態呈現的方式，設計出配合課堂教學的教材，能夠做到注意力引導，幫助學生主動搜尋、選取與組織訊息，減少工作記憶的負擔，降低認知負荷，增進學習效果。 本研究採準實驗研究法，以數學教材中的簡易二次函數圖形單元為例，去檢視激發式動態教學設計相較於一般教學簡報設計，是否有較好的學習成效與較低的認知負荷。 由研究結果顯示，激發式動態教學設計能有效幫助學生學習，降低認知負荷，且高成就學生差異更為顯著。

Trigger-based Animated Instruction is based on the concept of cognitive load theory and multimedia learning theory. Based on the Trigger-based Animated Instruction, instructors design teaching materials corresponded to classroom instructions, which contribute to guiding attention more easily; and help students take the initiative to search, select and organize information; reduce the burden on working memory as well as cognitive load; and enhance learning. This study adopted a quasi-experimental design by using the simple quadratic function graph of mathematics teaching material, to examine learning achievement and cognitive load cross two different instructions, i.e. the trigger-base animated instruction and the traditional methodology. The result of this study shows that adopting the trigger-based animated instruction significantly helps students learn more effectively, and reduces the cognitive load. Additionally, the effect was more pronounced for high-achieving students.