陳明溥Ming-Puu Chen陳秀如Hsiu-Ju Chen2019-08-292013-7-222019-08-292008http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0695080099%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/92977本研究旨在探討多媒體教學呈現方式與練習提示方式對於學習者學習華語文漢字學習成效、認知負荷、學習動機與學習態度之影響。研究對象為我國語言訓練中心109位外籍學生。研究設計為採用因子設計(factorial design)之準實驗研究法，自變項為漢字教學呈現方式與練習提示方式，教學呈現方式分為凸顯部件和筆畫語音；練習提示方式分為視覺提示和語音提示。依變項為：學習成效、認知負荷、學習動機、學習態度。 研究結果發現：(1)漢字學習成效方面，使用筆畫語音之多媒體呈現方式搭配語音提示之練習方式，可提升學習者漢字筆畫與漢字寫字之學習成效；(2)認知負荷方面，使用筆畫語音之多媒體呈現方式搭配語音提示之練習方式，可有效降低學習者多媒體效果之認知負荷；(3)學習動機方面，使用筆畫語音之多媒體呈現方式搭配語音提示之練習方式，可提升學習者學習動機；(4)學習態度方面，使用筆畫語音之多媒體呈現方式搭配語音提示之練習方式，學習者有較好的語文與電腦態度。The purpose of this study was to examine the effects multimedia instructional strategies on cognitive load, motivation and learning achievement toward the Chinese characters. Participants were 109 foreign students at Mandarin Training Center in National Taiwan Normal University and were randomly assigned to one of the four groups: the component display with visual-cue practice group, the component display with voice-cue practice group, the stroke-voice with visual-cue practice group, the stroke-voice with voice-cue practice group. The results showed that the stroke-voice with voice-cue practice group had a better performance, lower cognitive load, improved learning motivation, and more positive attitudes toward learning from language and computer.華語文多媒體認知負荷學習動機ChineseMultimediaCognitive loadLearning motivation