情境式影片對國小學童學習結果與學習態度之影響-以槓桿原理為例

Abstract

本研究的主要目的是探討情境式影片對國小五年級學童學習結果及學習態度的影響。透過情境式影片呈現教材內容，藉以檢驗有趣的故事情節是否為Mayer(2001)連貫性原則中所指的多餘教材，並加入註記工具此系統環境因素及學習風格此學生特質，希望能深入探討情境式影片的適用時機。 本研究採準實驗研究設計，學習教材是以槓桿原理為學習內容的情境式影片與非情境式影片，並以桃園縣兩國小五年級各四個班級，共八班252人為研究對象，將其分為四組：「情境式影片+使用註記工具」、「非情境式影片+使用註記工具」、「情境式影片+無註記工具」、「非情境式影片+無註記工具」。透過先備知識測驗、學習結果測驗、學習態度量表和學習風格問卷等資料的蒐集，經綜合分析後獲得以下結果： 一、情境式影片、註記工具分別對學生學習保留有顯著差異。 二、情境式影片、非情境式影片與註記工具對學生學習結果有交互作用影響。 三、情境式影片與註記工具、情境式影片、註記工具對學習態度皆無顯著影響。 四、學習風格對學習結果、學習態度皆無顯著差異。 五、情境式影片、非情境式影片與學習風格對學生學習結果與學習態度無交互作用影響。

The main purpose of this thesis is to reasearch on the effects of situated-videos for elementary students on learning results and learning attitude. Presenting learning materials through the situated-videos, the researcher hopes to investigate whether the interesting scenariosof a story is the extraneous materials in Mayer’s coherence principle. The environmental factor-annotation and the learners’ characteristic-learning styles are also added to discuss when is the best time to use situated-videos. This study uses the quasi-experimental design. The instruments are the lever principles presented by the form of situated and non-situated videos. The participants are 252 fifth graders recruited from two elementary schools in Taoyuan County and they are divided into four groups : (a) situated video with annotation, (b) situated video without annotation, (c) non-situated video with annotation, and (d) non-situated video without annotation. The data was collected and analyzed from the prior knowledge test, the test of learning results, the Scale of Learning Attitude and Index of Learning Styles Questionnaire. According to the results, the conclusions are as the following: 1. Situated-videos and annotation have significant difference on the retention test respectively. 2. The interaction of situated-videos and annotation have significant effect on learning results. 3. Situated-videos and annotation, situated-videos, annotation have no significant effect on learning attitude. 4 Learning styles of elementary school students on learning results and learning attitude have no significant difference. 5.The interaction of situated-videos and learning styles have no significant effect on learning results and learning attitude.