探討科學圖文中色彩對照與分段設計對學習歷程與效果之影響

Abstract

本研究探討信號原則與分段原則對大學生閱讀科學圖文的歷程與學習效果之影響。分析80位受試者閱讀「愛滋病病毒生活史」一文，操弄有無色彩對照與有無分段設計，將組別分為四組。透過有無色彩對照的方式作為文本中的信號，來增加圖文間的對照；而分段設計則是，將文本中的十五個步驟分成四個段落，依序呈現，以降低認知負荷。研究中使用後測試卷與眼動儀紀錄來了解學習者的閱讀歷程與成效。其中眼動指標包括圖文凝視時間比例、圖文凝視次數比例、前十個凝視點在文中所佔的比例、圖文轉移次數、圖文搜尋效率、目標詞總凝視時間、目標圖示總凝視時間、第一次向前閱讀凝視時間、再次檢視時間、及回視時間。後測結果顯示，加入色彩對照與分段設計的組別之學習表現較佳，且兩者間無交互作用存在。眼動分析主要有三項結果，(1)受試者不因信號與分段的操弄而改變先讀文後讀圖，即以文為主的閱讀模式；(2)學習者在有信號的組別中有較多的圖文轉移次數，準確對應至正確的圖示位置（有較高的圖文搜尋效率），且對於圖形表徵的處理有增加的效果；(3)在分段組別中，則有更多對於文字表徵的處理，學習者能夠更清楚步驟間的關係及變化。This study explored the impact of signaling and segmentation principles on college students' learning process and outcomes of reading science text with illustrations. Eighty participants read the article "life cycle of HIV". The manipulation of color-coding (as the signal, SI) and segmentation (SE) resulted in four groups in this study, including no-SI/no-SE, SI/no-SE, no-SI/ SE, SI/ SE. The use of color-coding as a signal between the text and illustrations was expected to increase transition saccades between them. The segmented design, which divided the fifteen steps in the text into four sections, was implemented to reduce cognitive load. Eye tracking records and post-test were obtained in this study to probe into the learners’ reading process and outcomes. The eye movement indicators include fixation durations on the illustration / text, fixation counts on the illustration / text, percentage of the first 10 fixations on the text, the number of transition saccades between illustration and text, search efficiency from text to the corresponding illustration, total fixation durations on target words, total fixation durations on target illustrations, first-pass forward fixation durations, first-pass reinspection time, and look-back time. The post-test results showed that text with color-coding and segmented design led to better learning performance than that without these two manipulations; however, there was no interaction between these two factors. There were three main findings from the eye movement analyses. (1) The participants did not change the text-directed reading pattern because of the signaling and the segmentation manipulation. (2) In the signaling groups, learners made more transitions between illustration and text, increased the accuracy in mapping from the text to the correct location of the corresponding illustration (higher search efficiency), and spent more time processing illustrations. (3) In the segmented groups, learners increased processing of textual representations, and understood the relationships and changes among steps better than the other groups.