動畫教材之學習者控制播放模式與多媒體組合形式對學習成效與學習時間影響之研究
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Date
2008-03-??
Authors
吳瑞源
吳慧敏
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Publisher
國立臺灣師範大學研究發展處
Office of Research and Development
Office of Research and Development
Abstract
本研究探討「學習者控制播放模式」與「多媒體組合形式」對學習成效與學習時間的影響。其中「學習者控制播放模式」（「重播」與「無重播」）為獨立樣本，「多媒體組合形式」（「動畫+字幕」、「動畫+旁白」及「動畫+字幕+旁白」）為相依樣本，研究對象為120 位國三學生，學習內容為三個自然科單元。結果顯示，在無重播功能的情境下，「動畫+旁白」有最佳的學習表現；「動畫+字幕+旁白」學習成效與「動畫+旁白」無顯著差異，但學習時間顯著多於「動畫+旁白」；「動畫+字幕」在三組中表現最差。在重播功能的情境下，三組的學習時間無顯著差異，但「動畫+旁白」和「動畫+字幕+ 旁白」的學習成效優於「動畫+字幕」。
The purpose of this paper was to examine the impact of learner control modes and multimedia modality combinations on learning effectiveness and learning time. The experiment was a 2 (learner control mode: replay and non-replay modes) x 3 (media modality combinations: “Animation with Visual Text” (VT), “Animation with Visual and Auditory Text” (VAT), and “Animation with Auditory Text” (AT) mixed design model, with repeated-measurement on the latter variable (i.e. media modality combinations). The subjects were 120 9th-grade students and the contents consisted of three high school science units. The results indicated that in the non-replay mode, the AT mode resulted in the best learning results; the VAT was equivalent to AT in learning outcome but required more learning time; the VT mode had the worst performance. In the replay mode, there were no significant differences in learning time among the three modes, but the VT mode was significantly inferior to the AT and VAT modes in learning effectiveness, while there was no difference between AT and VAT modes.
The purpose of this paper was to examine the impact of learner control modes and multimedia modality combinations on learning effectiveness and learning time. The experiment was a 2 (learner control mode: replay and non-replay modes) x 3 (media modality combinations: “Animation with Visual Text” (VT), “Animation with Visual and Auditory Text” (VAT), and “Animation with Auditory Text” (AT) mixed design model, with repeated-measurement on the latter variable (i.e. media modality combinations). The subjects were 120 9th-grade students and the contents consisted of three high school science units. The results indicated that in the non-replay mode, the AT mode resulted in the best learning results; the VAT was equivalent to AT in learning outcome but required more learning time; the VT mode had the worst performance. In the replay mode, there were no significant differences in learning time among the three modes, but the VT mode was significantly inferior to the AT and VAT modes in learning effectiveness, while there was no difference between AT and VAT modes.