戶外主動式情境感知無所不在學習環境建置及其認知負荷與學習效果評估
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Date
2013-07-31
Authors
張基成
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本研究為三年期計畫，目的為：1.建置與評估主動式情境感知無所不在英語聽力學 習環境 (第一年)。2.探討無所不在學習環境下，媒體傳達模式（單碼：聲音；雙碼：聲 音與同步文字）與學生英語先備能力對英語聽力（測驗）與認知負荷的交互影響 (第二 年)。3.探討戶外無所不在學習與室內電腦化學習的英語聽力、認知負荷的差異 (第三 年)。第一年建置學習環境（含教材），第二年與第三年進行教學實驗。 第二年以科技大學修習英語課程的同一年級學生為實驗對象，用3x2 二因子變異數 分析（two-way ANOVA），檢測兩種媒體傳達模式與兩類英語先備能力學習者在英語聽 力測驗成績、認知負荷（內在、外在）的交互作用，及兩種媒體傳達模式、兩類英語先 備能力學習者的英語聽力測驗成績、認知負荷（內在、外在）是否有顯著差異。另以皮 爾森積差相關（Pearson's correlation）檢測英語聽力測驗成績與認知負荷（內在、外在） 是否有顯著相關。 第三年以英語聽力先備能力測驗為共變數，利用多變量共變數分析（MANCOVA） 驗證戶外無所不在學習與室內電腦化學習的英語聽力測驗、態度、認知負荷量（外在、 增生）是否有顯著差異，另以皮爾森積差相關（Pearson's correlation）檢測英語聽力測 驗成績、態度與認知負荷（外在、增生）是否有顯著相關。
This continuous research for three years period aims to: (1)construct and evaluation active context-aware ubiquitous learning (u-learning) environment (1st year). (2)under the u-learning environment, explore the interactive effects of the media presentation model (single and dual code) and English pre-requisite competency on English listening comprehension and cognitive load (2nd year). (3)explore the differences in English listening comprehension and cognitive load between the u-learning and computer-based learning (CBL) (3rd year). The first year, the study will construct an u-learning environment including learning materials, while the second and third years, the teaching experiments will be conducted. On the second year, the subjects are the same grade of students taking English course at a technological university. The 3x2 two-way ANCOVA (Analysis of Covariance) statistical method will be used to verify the interactive effects of the media presentation model (single and dual code) and English pre-requisite competency on English listening comprehension and cognitive load, and the differences in English listening comprehension and cognitive load (intrinsic, extraneous) between two types of media presentation model (single and dual code) and two types of English pre-requisite competency (high and low). Moreover, the Pearson’s correlation will be used to verify the relationship between English listening comprehension and cognitive load. On the third year, the MANCOVA (Multiple-variance Analysis of Covariance) statistical method will be used to verify the differences in English listening comprehension, attitude and cognitive load (extraneous, germane) between u-learning and CBL. Moreover, the Pearson’s correlation will be used to verify the relationship between English listening comprehension and attitude and cognitive load.
This continuous research for three years period aims to: (1)construct and evaluation active context-aware ubiquitous learning (u-learning) environment (1st year). (2)under the u-learning environment, explore the interactive effects of the media presentation model (single and dual code) and English pre-requisite competency on English listening comprehension and cognitive load (2nd year). (3)explore the differences in English listening comprehension and cognitive load between the u-learning and computer-based learning (CBL) (3rd year). The first year, the study will construct an u-learning environment including learning materials, while the second and third years, the teaching experiments will be conducted. On the second year, the subjects are the same grade of students taking English course at a technological university. The 3x2 two-way ANCOVA (Analysis of Covariance) statistical method will be used to verify the interactive effects of the media presentation model (single and dual code) and English pre-requisite competency on English listening comprehension and cognitive load, and the differences in English listening comprehension and cognitive load (intrinsic, extraneous) between two types of media presentation model (single and dual code) and two types of English pre-requisite competency (high and low). Moreover, the Pearson’s correlation will be used to verify the relationship between English listening comprehension and cognitive load. On the third year, the MANCOVA (Multiple-variance Analysis of Covariance) statistical method will be used to verify the differences in English listening comprehension, attitude and cognitive load (extraneous, germane) between u-learning and CBL. Moreover, the Pearson’s correlation will be used to verify the relationship between English listening comprehension and attitude and cognitive load.