行動載具尺寸及多媒體教材資訊量對學習成效之探討－以國小高年級自然科為例

Abstract

傳統 E化學習的內容需要重新設計才能帶來較佳的行動學習經驗，我們從觸控平板電腦與智慧手機等行動載具來進行探討，教材內容元件的特性，如何影響到行動學習的學習成效考量。在不同尺寸的行動載具上，何種資訊量的多媒體教材，才能對學習者能有較高的學習成效？本研究基於多媒體學習認知理論，探討如何設計適合在行動載具上的多媒體教材資訊量。 本研究採用準實驗設計方法，實驗對象為台中一所小學15個班級學生共437人，實驗教材為高年級自然與生活科技「認識天氣的變化」單元，探討不同尺寸的行動載具，搭配不同資訊量的多媒體教材，對於學習者學習成效的影響。 依據統計分析的結果發現如下： (1)螢幕尺寸對學習成效的影響，不因資訊量不同而有所不同。 (2) 7.0吋的行動載具螢幕尺寸、搭配資訊量11的多媒體教材之學習成效最好。 (3)高資訊量(資訊量10、11、12)的多媒體教材可獲得較高的學習成效。 本研究的結果，可提供教師在往後教導「認識天氣的變化」主題教學時，製作行動學習之多媒體教材之參考。

Traditional E-learning needs to be redesigned in order to bring a better action learning experience, from the touch tablet and smart phones and other mobile carriers to explore the characteristics of teaching materials components, how they affect the learning outcomes of action learning considerations. Actions in different sizes on mobile devices, the amount of information which multimedia materials to learners can have a higher learning? This study is based multimedia learning cognitive theory, to explore how the design of multimedia materials suitable amount of information on mobile devices. This study used a quasi-experimental design, experimental subjects for the 15 primary schools in Taichung a class of 437 students who test materials for high school science course understanding of weather changes section to explore different dimensions of mobile devices, with different the amount of information of multimedia elements for learners learning impact. Based on the results of statistical analysis found the following: Impact (1) Screen size on learning outcomes, not because of the different amount of information varies. (2) 7.0-inch screen size mobile device, with the amount of information multimedia learning materials for the 11 best. (3) the high amount of information (the amount of information 10,11,12) multimedia textbook obtain higher learning. The results of this study may provide future teachers to teach "know the weather changes," the theme of teaching when making reference to the actions of multimedia learning device.