於無所不在學習環境下媒體呈現方式對英語聽力與認知負荷之影響
Abstract
本研究目的旨在探討在無所不在學習環境下媒體呈現方式對英語聽力與認知負荷是否有顯著影響，並了解學習者對無所不在學習之感受。實驗對象為大學一至四年級應用外語系學生共162人，其中82人為單碼組；80人為雙碼組。單碼組只接收聲音訊息；雙碼組則同時接收聲音與文字訊息。研究結果顯示：
一、文字的加入對於學習者英語聽力學習成效有顯著提升作用，並能有效的降低認知負荷。
二、英語聽力理解力較高的學習者，認知負荷較低；英語聽力理解力較低的學習者，認知負荷較高。
三、文字的加入雖能暫時提升學習者英語聽力的學習成效，但不利於長期記憶之基模自動化建構。
The present study aimed to examine the effect of media presentation on English listening comprehension and cognitive load in the ubiquitous learning environment. Learners’ attitudes toward ubiquitous learning were also investigated in the study. Participants were 162 university students majoring in Applied Foreign Languages and were randomly assigned to either single mode group (82 students) or dual mode group (80 students). Students in the single-mode group received spoken messages only, whereas students in the dual-mode group received spoken messages and caption simultaneously. The result revealed that: (1) Caption significantly enhanced English listening comprehension and effectively decreased cognitive load. (2) Learners with better English listening comprehension had lower cognitive load, whereas learners with worse English listening comprehension had higher cognitive load. (3) Caption was positive to English listening comprehension, but negative to schema automation in long-term memory.
The present study aimed to examine the effect of media presentation on English listening comprehension and cognitive load in the ubiquitous learning environment. Learners’ attitudes toward ubiquitous learning were also investigated in the study. Participants were 162 university students majoring in Applied Foreign Languages and were randomly assigned to either single mode group (82 students) or dual mode group (80 students). Students in the single-mode group received spoken messages only, whereas students in the dual-mode group received spoken messages and caption simultaneously. The result revealed that: (1) Caption significantly enhanced English listening comprehension and effectively decreased cognitive load. (2) Learners with better English listening comprehension had lower cognitive load, whereas learners with worse English listening comprehension had higher cognitive load. (3) Caption was positive to English listening comprehension, but negative to schema automation in long-term memory.
Description
Keywords
無所不在學習, 媒體呈現, 英語聽力, 認知負荷, Ubiquitous Learning, Media Presentation, English Listening Comprehension, Cognitive Load