多媒體組合方式對學習成效之影響 --以國小三年級數學例行性問題解決為例
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Date
2013-12-??
Authors
林立群
顏晴榮
Li-Chun Lin, Ching-Zon Yen
Journal Title
Journal ISSN
Volume Title
Publisher
國立臺灣師範大學科學教育中心
Science Education Center,National Normal University
Science Education Center,National Normal University
Abstract
本研究旨在探討多媒體組合方式中互動模擬、連續模擬與圖片等三種涵蓋文字的教學方式對國小三年級學童在學習成效之影響。本研究之對象為桃園某國小三年級之學童，三個班級共約 80 人，採取準實驗研究法，讓學童以班為單位接受不同之教學，而後進行學習成效測驗之施測，並以量化方式呈現三組間之統計分析之差異。研究發現在學習成效方面，互動模擬組顯著優於另外兩組，而連續模擬組與圖片組之間則沒有顯著差異，由此可知多媒體組合方式中的「互動模擬教學」可以有效提升學童的學習成效，且可有效降低學童所感受到的認知負荷。因此研究者提出此結論以提供未來之教學運用及研究參考。
This study focus on the impact of Multimedia Presentation Modes, which includes Interactivity Simulation Mode,Continious Simulation Mode and Picture Mode, three kinds of teaching methods, on third graders’ learning effect. The sample size recruited as the subject of this study was 80 third-graders of three classes in a selected elementary school in Taoyung City. This study uses quasi-experimental design, the students of each class as different groups to be teached in different modes, and then to take a learning achievement posttest, the statistic results of differences of three modes was represented in quantitative data. The findings of this study was listed below: Interactivity Simulation Mode has significant differences between the others in learning achievement, but there was no differences between Continious Simulation Mode and Picture Mode in learning achievement. As a results, Interactivity Simulation Mode can enhance students’ learning achievement, and reduce students’ cognitive load. Based on the results of this study, the researcher attempts to propose certain conclusions for the future research design and the selection of multimedia materials.
This study focus on the impact of Multimedia Presentation Modes, which includes Interactivity Simulation Mode,Continious Simulation Mode and Picture Mode, three kinds of teaching methods, on third graders’ learning effect. The sample size recruited as the subject of this study was 80 third-graders of three classes in a selected elementary school in Taoyung City. This study uses quasi-experimental design, the students of each class as different groups to be teached in different modes, and then to take a learning achievement posttest, the statistic results of differences of three modes was represented in quantitative data. The findings of this study was listed below: Interactivity Simulation Mode has significant differences between the others in learning achievement, but there was no differences between Continious Simulation Mode and Picture Mode in learning achievement. As a results, Interactivity Simulation Mode can enhance students’ learning achievement, and reduce students’ cognitive load. Based on the results of this study, the researcher attempts to propose certain conclusions for the future research design and the selection of multimedia materials.