盧承杰Lu, Cheng-ChiehAunhabundit, NattaponAunhabundit, Nattapon2024-12-172024-07-072024https://etds.lib.ntnu.edu.tw/thesis/detail/069d5c91eeb097a30d025509b35639b5/http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/122107The escalating demands for continuous learning have given rise to a paradox: the more training individuals undergo, the less effective it becomes due to the pervasive issue of information overload. This dilemma not only impedes learning retention and application but also stunts personal and professional development. In response to this challenge, graphic recording has emerged as a promising remedy to alleviate information overload. However, it contends with the perception of being a mere novelty rather than a substantive learning tool. This paper examines whether graphic recording can enhance trainees' comprehension and engagement, contributing to more effective training outcomes. Using an experimental design, 100 participants are divided into two groups undergoing training with and without graphic recording for comparison. Post-training examinations and surveys were used to assess learning acquisition and participant engagement. The findings underscore the significant efficacy of graphic recording in reducing information overload while simultaneously enhancing engagement and learning acquisition. These results offer valuable insights for training professionals and organizations grappling with the challenges posed by information overload. Moreover, they hold the promise of transforming training into a more fruitful and captivating experience, ultimately fostering enhanced training outcomes.The escalating demands for continuous learning have given rise to a paradox: the more training individuals undergo, the less effective it becomes due to the pervasive issue of information overload. This dilemma not only impedes learning retention and application but also stunts personal and professional development. In response to this challenge, graphic recording has emerged as a promising remedy to alleviate information overload. However, it contends with the perception of being a mere novelty rather than a substantive learning tool. This paper examines whether graphic recording can enhance trainees' comprehension and engagement, contributing to more effective training outcomes. Using an experimental design, 100 participants are divided into two groups undergoing training with and without graphic recording for comparison. Post-training examinations and surveys were used to assess learning acquisition and participant engagement. The findings underscore the significant efficacy of graphic recording in reducing information overload while simultaneously enhancing engagement and learning acquisition. These results offer valuable insights for training professionals and organizations grappling with the challenges posed by information overload. Moreover, they hold the promise of transforming training into a more fruitful and captivating experience, ultimately fostering enhanced training outcomes.noneGraphic recordingTraining effectivenessInformation overload學術論文