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|Abstract:||本研究之目的在研發地球科學之多媒體電腦輔助學習軟體（Multimedia Computer-Assisted Learning, MCAL），並探討學生在學習此軟體各學習區後的學習成效。研究對象為中部某國立高中接受地球科學課程的四個班級之高一學生（n=164）。研究工具為土石流單元成就測驗（rKR-21=.77~.81），其中測驗題又分為知識、理解及應用等三層次（評分者信度約為0.85~0.91），該工具分別在電腦學習實施前、後及八週後施測。研究者依照學生學習此學習軟體中各學區的時間，或經歷某步驟的次數來分組，來探討學生學習此軟體的歷程及其對學習成就的影響。在資料分析方面則採用共變數分析法（ANCOVA）。研究結果顯示：（1）整體而言，學生在動態影片之「電視機」及「電腦」學習區平均所花費的時間較長。（2）學生長時間的學習「學習軟體」內容，或花費較多時間在模擬真實情境的「野外考察」學習區中，均能顯著地幫助學生在後測學習成就的表現。（3）長時間的學習較多示意圖的「圖庫」學習區，或較多災害照片的「野外考察」學習區，使學生在後測的理解問題層次幾乎達到顯著差異。（4）前測成績表現較低的學生，若能長時間的學習「電腦」學習區則在後測理解層次與後測總分上顯著地優於短時間學習此學習區的學生。（5）學生若經歷「折返學習」或「驗證」的過程亦能顯著地提升其於後測學習成就的表現。因此，學生若能較長的時間使用本研究所研發之地球科學多媒體電腦輔助學習軟體，應有助於其學習成就的提升。此外，動態影片、真實情境模擬、「折返學習」與「驗證」過程的架構設計及其效益，亦可作為未來研發類似地球科學多媒體電腦輔助學習軟體的參考。|
The purpose of this study was to develop the Multimedia Computer-Assisted Learning (MCAL) materials in earth science and examine the effects of the learning-section (LS) design and students' learning tracks and time on students' academic achievement. A total of 164 tenth-grade students, who were enrolled at a national senior high school located in the central region of Taiwan, participated in the study. The Achievement Test on the Debris-Flow Hazard（ATDFH, rKR-21=.77~.81） which contains three sub-levels items of the cognitive domains (knowledge, comprehension, and application) was employed to assess student academic achievment. The ATDFH was administered to the participating students right before (pretest), immediately after (posttest), and 8 weeks after (retention test) the MCAL sessions, repectively. Results indicated that (1) students tended to spend more time in the video-type LS such as "Televisions" and "Computers" than the other LSs; (2) students who spent more than average time learning the MCAL or learning in the simulation-type "Field Trips" LS scored significantly higher than those who spent less than average time in learning the MCAL or learning in the same LS; (3) students who spent more than average time learning in the picture-type "Graphs" LS or photo-type "Field Trips" LS performed almost significantly better on the comprehension-level items than those who spent less than average time in these LSs; (4) students who scored lower on the pretest, but spent more than average time learning in the "Computers" LS could benefit significantly more than those who spent less than average time learning in the same LS; and (5) students who underwent "Reflection" or "Verification" learning experiences achieved significantly higher than those who did not. These findings suggest that the MCAL developed by us have promise in improving students' earth science content achievement. In addition, the scheme of the MCAL such as video, simulated "field trips", the learning process of reflection and verification could serve as design guidelines for future CAI development in earth science.
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