探究動畫為主的遺傳學課程對學生認知負荷與學習成效之影響
Abstract
本研究主要目的為探究動畫為主的遺傳學課程對學生認知負荷與學習成效之影響。動畫課程的內容以遺傳學中的三個抽象概念為主，動畫設計根據認知負荷理論中能降低學習者在學習過程中產生之認知負荷的原則，欲透過動畫課程來提升學習者之學習成效。受試者為台灣北部地區279位七年級學生以隨機分組方式分為三組接受不同型式之遺傳學課程，其中97位學生參與靜態圖片的遺傳學課程，93位學生參與自控程度高的動畫遺傳學課程，89位學生參與自控程度低的動畫遺傳學課程。學生的學習成效以遺傳學概念測驗、遺傳學課程認知負荷自評量表、對生物學的態度量表與結構性訪談進行評量。研究結果指出：(1)提供學習者調控動畫撥放的拖曳軸能夠藉由提升學習者在動畫撥放的自我控制程度來有效降低學習者的認知負荷。(2)自控程度高的動畫課程組之學習者在遺傳學概念測驗的問答題中表現較靜態圖片組與自控程度低的動畫組好。(3)學習者感受到的認知負荷與學習成效呈現負相關。
The aim of this study was to develop an animation-based curriculum and to evaluate the effectiveness of animation-based instruction. The curriculum was designed in certain principles considered cognitive load theory for reducing perceived cognitive load and improving learning. The curriculum was comprised of three subunits to teach the abstract concepts of genetics. There were 279 participants consisted of 7th grade junior high school students. 97 students participated in traditional instruction with static graphic (SGI group), 93 students participated in animation-based instruction with high control degree (AHC group), and 89 were assigned to receive animation-based instruction with low control degree (ALC group). The effectiveness of the instruction was evaluated by the Genetic Concept Test (GCT test), a self-rating Genetic Curriculum Cognitive Load Questionnaire (GCCLQ), an Attitudes Toward Biology Scale (ATBS), as well as a structure interview. The results indicated that: (1) Students’ perceived cognitive load was reduced effectively through improving their self-controlled ability of animation by providing scrollbar. (2) Students of AHC group have better performance in an open-ended question of GCT test than SGI group. Furthermore, students’ perceived cognitive load was negatively associated with their learning outcomes.
The aim of this study was to develop an animation-based curriculum and to evaluate the effectiveness of animation-based instruction. The curriculum was designed in certain principles considered cognitive load theory for reducing perceived cognitive load and improving learning. The curriculum was comprised of three subunits to teach the abstract concepts of genetics. There were 279 participants consisted of 7th grade junior high school students. 97 students participated in traditional instruction with static graphic (SGI group), 93 students participated in animation-based instruction with high control degree (AHC group), and 89 were assigned to receive animation-based instruction with low control degree (ALC group). The effectiveness of the instruction was evaluated by the Genetic Concept Test (GCT test), a self-rating Genetic Curriculum Cognitive Load Questionnaire (GCCLQ), an Attitudes Toward Biology Scale (ATBS), as well as a structure interview. The results indicated that: (1) Students’ perceived cognitive load was reduced effectively through improving their self-controlled ability of animation by providing scrollbar. (2) Students of AHC group have better performance in an open-ended question of GCT test than SGI group. Furthermore, students’ perceived cognitive load was negatively associated with their learning outcomes.
Description
Keywords
動畫, 學習者自我控制, 認知負荷, Animation, Learner-control, Cognitive load