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Student Number 90423024
Author Ching-Yu kuo(郭璟諭)
Author's Email Address s0423024@cc.ncu.edu.tw
Statistics This thesis had been viewed 3108 times. Download 2527 times.
Department Information Management
Year 2002
Semester 2
Degree Master
Type of Document Master's Thesis
Language zh-TW.Big5 Chinese
Title The Combined Effects of Media Presentation Mode and Cognitive Style on Learners’ Performance and Cognitive Load
Date of Defense 2003-05-23
Page Count 96
Keyword
  • cognitive style
  • dual-coding theory
  • learning ef
  • Abstract Abstract
    Multimedia today has become a main role in representing teaching materials as it becomes the main trend in society today. The question is this: will the information be absorb and learn effectively by the student as diversification of multimedia ripples in our present society? This research approaches the topic on multimedia combinations towards different cognitive style learners’ performance and cognitive load, and the relationship between the two.
    This research uses 3x2 two factor experiment design, the independent variables are “the mode of multimedia presentation”, which is divided into: text; graphic and text; motion pictures and text; and “learners’ cognitive style”, which is divided into: visualizer and verbalizer. Participants were 102 senior high school students who were classified to visualizer and verbalizer based on their SOP scores. Then Subjects were randomly assigned to different media presentation mode based on their own cognitive type. After the experiment, subjects received a leraning effect test and a seven-point Likert scale questionnaire which assessed their cognitive load.
    The main results of this study are:
    1.Subjects’ performances were significantly better when they were in both visual and verbal media presentation mode. But the subjects’ cognitive loads weren’t significantly different in the three different media presentation mode.
    2.The effects of cognitive style on learners’ performances and cognitive loads weren’t significantly different.
    3.The interaction of different media presentation mode and cognitive style did have significantly effect on subjects’ performances and cognitive loads.
    4.There has a negative relationship between subjects’ cognitive loads and performances.
    According to the results above, some implications for future research and practical application were provided at the end of this study.
    Table of Content 目錄                   Ⅰ
    圖目錄                   Ⅲ
    表目錄                    Ⅳ
    第一章 緒論               1
        第一節 研究背景與動機      1
        第二節 研究目的          2
        第三節 研究的預期貢獻      3
        第四節 研究範圍          3
        第五節 論文架構與研究流程      4
    第二章 文獻探討               6
        第一節 訊息處理理論          6
        第二節 認知負荷理論          8
        第三節 認知型態介紹          13
        第四節 圖文整合相關學習理論     18
    第三章 研究方法              25
        第一節 研究方法的選擇     25
        第二節 研究架構          26
        第三節 變數的操作性定義     29
        第四節 研究假說          32
        第五節 實驗規劃          35
    第四章 資料分析              44
        第一節 資料分析方法          44
        第二節 樣本基本資料分析     45
        第三節 研究一假說之檢定     47
        第四節 研究二假說之檢定     50
        第五節 研究三假說之檢定     53
        第六節 研究四假說檢定     59
        第七節 研究發現與研究結果     60
    第五章 結論與建議              61
       第一節 研究結論          61
       第二節 研究貢獻          63
       第三節 研究限制          64
       第四節 對實務的建議          66
       第五節 未來研究方向          67
    參考文獻                   69
    附錄一 研究問卷              A-1
       一、認知型態量表         A-1
       二、認知負荷量表         A-2
       三、先備知識測驗暨學習成效測驗     A-3
    附錄二 實驗系統              A-5
      一. 單元一:「觀星史」         A-5
      二. 單元二:「太陽系的誕生」    A-12
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    Advisor
  • Huey-Wen Chou(周惠文)
  • Files
  • 90423024.pdf
  • approve immediately
    Date of Submission 2003-06-12

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