視覺注意力引導在動態數位教學設計上對學習成效與認知負荷之影響-以國中「凸透鏡折射成像」補救教學為例

Abstract

本研究主要為探究視覺注意力引導在動態數位教學設計對學習成效與認知負荷之影響-以國中凸透鏡折射成像補救教學為例。研究方法採用準實驗研究法－不等組前、後測設計，研究對象分為實驗組與控制組分別為48名與58名國中九年級自然科學習成就中、低的學生，教材內容相同，但教材呈現方式不同，實驗組以視覺注意力引導所製作的多媒體教材進行補救教學，而對照組則採用一般傳統圖文簡報進行。實驗前先進行前測，教學實驗後，以獨立樣本t檢定分析探討實驗組與對照組受試學生在後測方面的學習成效與認知負荷，以及一個月之後兩組延後測的延續性。而研究結果發現： (一) 對於整體學生以及自然科學習成就中等的學生而言，「視覺注意力引導」動態數位教材能有效地降低學習過程中的認知負荷與提升學習成效，且學習成效延續性較佳。 (二) 對於自然科學習成就低落的學生而言，「視覺注意力引導」動態數位教材無法降低學習過程中的認知負荷，也無法提升學習成效，且學習成效延續性較差。

This research aims to discover the effect of visual attention guiding on dynamic digital instructional teaching design toward study achievement and cognitive load --a study on the junior high school remedial teaching of the formation of images by convex lenses. The research method is adopted from the quasi-experimental research design.The research object is divided into one experimental group consisted of 48 9th-grade students and one control group consisted of 58 9th-grade students with low study achievements in science and medium study achievements in science.The research method consists of the same teaching material but with different teaching methods.The experimental group applies multi-media teaching material based on visual attention guiding to practice the remedial teaching. Contrary to that, the control group applies the classic pictorial teaching method. The pretest is executed before the research.After the experimental teaching performed, an independent sample t test is used to analyze the study achievement and cognitive load of the posttest students from the experimental group and the control group.Consequently, the duration of the delayed posttest from these two groups after one month is also analyzed.Hence, the study result demonstrates the following results: (一) To the entirety students and students with medium study achievement in science, ‘visual attention guiding’ dynamic digital teaching material may reduce the cognitive load efficiently, improve study achievement and has better duration of study achievement. (二) To the students with low study achievement in science, ‘visual attention guiding’ dynamic digital teaching material may not reduce cognitive load during study process, or improve study achievement and have lower duration of study achievement.