激發式動態教學對學習成效與認知負荷影響之研究-以浮力為例

Abstract

激發式動態教學是使用按鈕來控制訊息呈現，教學者能適時控制訊息呈現的順序及速度，引導學習者的注意力。目的是幫助學習者選取、組織訊息，以降低學習者的認知負荷，增進學習效果。

本實驗採用準實驗法，以國中自然與生活科技「浮力」單元為例，探討激發式動態呈現的教學模式，是否能達到較好的學習效果，並降低認知負荷。 由結果結果顯示，激發式動態呈現教學設計對高成就學生在學習效果上較好；激發式動態呈現教學設計在分析類型在上學習效果較好。

Trigger-based Animated Instruction is to control messages using objects. Instructors control the presenting order and speed of messages to attract learner’s attention. The goal is to help learners select as well as organize messages to reduce the cognitive burden and enhance learning. This study adopted a quasi-experimental design in Buoyancy by using the trigger-base animated instruction to examine learning achievement and cognitive load. The result of this study shows that adopting the trigger-based animated instruction significantly leads to high academic achievement Students learn more effectively. Adopting the trigger-based animated instruction significantly also helps students learn effectively about analysis-type questions.