隔離互動元素教材設計對國中生英語學習成效與認知負荷的影響

Abstract

本研究的目的在以認知負荷理論為依據，針對現行國中英語能力指標中溝通功能的「指示方向」單元為例來製作教材進行研究，探討「有隔離互動元素設計原則教材」與「無隔離互動元素設計原則教材」對於學生的英語「學習成效」，以及「上課感受」之影響。 研究對象為新竹市立某國民中學四個班級的94名國中二年級學生，採準實驗研究設計，自變項為不同的教材設計模式(「有隔離互動元素設計原則教材」與「無隔離互動元素設計原則教材」)，而依變項為「學習成效」與「上課感受」。 研究結果顯示「有隔離互動元素設計原則教材」對於學生之聽、說、寫的英文學習成效上皆有顯著影響，可以降低學生的困難度感受且引起高成就學生的上課意願。在學習成效與上課感受的相關分析結果「學習成效」與「上課意願」、「困難度」、「花費心力」及「理解程度」呈現中度相關，此教材不會讓高成就學生產生專業知識反轉效應。因此依據研究結果，本研究建議敎學者應將隔離互動元素設計原則應用於英語的「指示方向」單元的教學教材設計上，可以提昇學生學習成效

According to cognitive load theory, this study designed the teaching material on the unit of giving directions, and examined the effects of isolated-interacting element instructional design (IIEID) on junior high school students’ English learning performances and sense perception in class. There were 94 participants from four classes at a junior high school in Hsinchu County. Based on a quasi-experimental design, the independent variables were “IIEID”, “not IIEID”and the dependent variables were “learning performance” and “sense perception in class”. The results reported that the impact of IIEID on students’ listening, speaking and writing was significant. Furthermore, IIEID can decrease students’ the sense of difficulty and increase high-achievers’ learning willingness. For correlation analysis between learning performances and sense perception in class, learning performances were influenced by learning willingness, the senses of difficulty, mental load and understanding. No expertise reversal effect was found among high-achievers. In conclusions, we suggest that teachers should apply isolated-interacting element instructional design on the unit of giving directions to increase the students’ learning performances.