科普多媒體電子書呈現型式之研究

Abstract

科普教育（科學普及教育）有助於學生延續科學的學習及興趣。科普電子書以不同多媒體型式，輔助抽象科學概念並整合邏輯與知識內容，成為推廣科學閱讀之良好媒介。而如何有效透過多媒體電子書傳播學習內容與提升學習動機，為近年來科普、科學教育所關注的議題。

職是之故，本研究旨在探討適合閱讀之多媒體電子書呈現型式，並測量個體處理訊息的偏好差異對閱讀效益與學習動機之影響，提供教學設計與配合未來十二年國教差異化教學實施之參考。實驗藉由量化的研究方法探討「科普多媒體電子書呈現型式」與學生個體之「認知偏好」對「閱讀效益」及「學習動機」的影響，並使用紙本型式呈現進行對照實驗。實驗除了量化數據之外，將收集實驗結束後之晤談資料納入研究分析。

科普電子書讀本以「好奇寶寶登陸火星」為學習主題，針對台北市四所公立學校共計545名七年級學生，進行不同多媒體呈現型式（文字引導、圖片引導及影片引導）閱讀實驗。並量測不同認知偏好（視覺型、語文型）學生在閱讀效益及學習動機的影響。本實驗結果如下： 一、文字及圖片引導呈現型式在記憶學習關鍵字有較佳的效益；影片引導型式對整合邏輯性、理解性學習內容有較佳效益。 二、影片及圖片引導呈現型式在學習動機上較優於文字引導型式。 三、認知偏好對閱讀效益與學習動機之影響較小。 四、視覺型認知偏好學生在閱讀影片引導型式時，邏輯性題目的表現較優於語文型認知偏好學生。 五、考量視覺型學生在回顧學習關鍵字的效益，影片引導較優於圖片引導型式；若考量語文型學生在邏輯性、理解性題型的效益，則文字引導較影片引導合適。 六、多媒體型式在學習動機上較優於紙本型式型式。

Popular science education can offer the assist to expound the scientific knowledge and increase the interest of news and features on science issues. Popular science e-book has now developed different forms of multimedia to improve the learning efficiency on some abstract concepts, and integrate the logic content in science. Therefore, research and study are recently focusing on how to improve a better reading and learning experience with e-books.

This study investigated the correlations between the trait of different multimedia forms and student’s cognitive preference (visualizer and verbalizer) when reading from multimedia and from printed materials. Finding of this study can be used as references for teaching material design and for the Differentiated Instruction in upcoming Twelve-Year Public Education Program. By the quantitative research methods, the experiments are to discuss through different multimedia forms and different cognitive preferences effects on the reading efficiency and learning motivation. Besides, this study also implemented the printed material experiments as the comparison and the analysis of interview data is included as well.

In this study, the learning topic for popular science e-book is the story of “Curiosity Rover on Mars”. Participants are 545 seventh grades students from 4 public junior high schools in Taipei city. The experiment investigated the correlations between student’s cognitive preference (visualizer and verbalizer) and three different multimedia forms (text-based, image-based and video-based) towards the reading efficiency and learning motivations. The results and finding are as followed: The results and finding are followed : (1)Text-based and image-based e-book can be use when considering an efficient way to memorized the learning keywords, and video-based material were performed well in comprehension the science content. (2)Video and image based e-book got stronger learning motivation than text based e-book. (3)The cognitive preference were found no significant effect in this study. (4)When visualizer reading from video based e-book, they performed better than verbalizer in comprehension the logical science content. (5)Video based e-book is suitable to assist visualizer memorized the learning keywords than verbalizer. Text based e-book is suitable for verbalizer to comprehensive the logical content. (6)Students have stronger learning motivation in reading multimedia e-book than printed material.