數位註記策略對學習者閱讀影片教材的學習成效與認知負荷影響

Abstract

本研究以認知負荷理論為基礎，探討學習者在閱讀影片教材時，使用不同註記策略在不同學習階段的成就表現與認知負荷程度的差異。本研究將60位大專院校學生隨機分組至不使用註記的無註記組、學習時可隨時註記的自我註記組、使用內容綱要的綱要引導註記組，結合影片學習系統(video learning system)幫助學習者在觀看影片教材時進行註記，了解學習表現與學習階段（學習課程、註記內容、複習內容、測驗考試）感受的認知負荷是否有差異。 研究結果發現，綱要引導註記組確實有較佳的學習表現，但沒有顯著高於自我註記組。此外三組間的認知負荷程度皆沒有顯著差異，但學習階段的認知負荷感受確實有所不同，事後比較結果皆是測驗階段為最高，複習階段為最低。 本研究建議，在影片課程為主的數位學習情境中，教學者必須考量學習者有限的認知資源，提供合適的註記架構來輔助學習者在影片學習時的資訊處理，以提高學習表現達到有效率及效果的學習。

Based on the cognitive load theory, this study investigates effects of learners’ use of note-taking strategies while watching video materials on their learning achievement and cognitive load at different learning stages. Sixty college students were randomly assigned into three groups. The participants in the control group would not take notes while watching the video materials. There were two experimental groups, one group of students took notes freely at anytime where as the other group of students took notes with the assistance of a skeletal outline. The participants of the two experimental groups took notes with a video learning system. The participants’ learning achievement and cognitive load levels at different stages (i.e. learning, note-taking, reviewing, and test-taking) were measured to find out whether three groups of participants showed significant differences in learning achievement and cognitive load. The results show that the skeletal-outline group has significant higher achievement than the control group has but no significant difference found between the two experimental groups. Additionally, there were no significant cognitive-load differences among the three groups but the participants reported different cognitive-load levels at different stages. The post-hoc tests indicated that participants had the highest cognitive-load level at the test-taking stage and had the lowest one at the reviewing stage. The author suggests that educators take learners’ limited cognitive capacity into account and provide learners with appropriate note-taking outline when they learn video-based materials in digital learning environments. Thus, learners can process information well and improve their learning efficiently and effectively.