多媒體教學情景對學生認知負荷量、學習表現影響之研究
University of Macau === Faculty of Education
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University of Macau
2010
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ndltd-MACAU-oai-libdigital.umac.mo-b21787472013-01-07T23:06:39Z2010http://umaclib3.umac.mo/record=b2178747UM_THESESUniversity of MacauFaculty of EducationUniversity of MacauUniversity of Macau -- Dissertations澳門大學 -- 論文Computer-assisted instruction電腦輔助教學Cognitive learning認知學習chi陳藝康多媒體教學情景對學生認知負荷量、學習表現影響之研究Study on the effects of multimedia instruction context to the students' cognitive load and learning performance;"多媒體教學情景對學生認知負荷量學習表現影響之研究"There are five chapters in this thesis. It mainly discusses the effects of Multimedia Instruction Environment (MIE) to the students’ cognitive load and learning performance. Chapter one introduces the research background and design principle which is based on the project “A study on experiment-based dynamic mathematics teaching”. Chapter two explores and reviews the Cognitive Load Theory (CLT) and Multimedia Learning Theory (MLT). Both theories are discussed in order to find out the related theory foundation. Chapter three presents the research methods and procedures. Quasi-experimental is the main method in this study. Chapter four analyzes the experiment data and discusses the results. There are three kinds of experiment results analyzed in this chapter, including students’ cognitive load measurement, students’ learning performance, and their relationship. The conclusions and suggestions are proposed in Chapter five. The conclusions of the thesis are summarized in the following. 1. MIE could not improve the students’ post-test performance. The reason might be caused by the simple learning materials and some CL effects during the teaching process, including split-attention effect and redundancy effect. 2. MIE could not reduce the students’ post-test CL. The reason might be caused by the redundancy effect in worked example designs, and split-attention effect and redundancy effect in teaching process. 3. There are no difference between male and female students in post-test performance in MIE. 4. There are no difference between male and female students in post-test CL in MIE. 5. There are no difference between male and female students in CL in MIE during the whole learning process. 6. MIE could not improve students’ learning tasks performance. The reason might be caused by the too simple task question designs. 7. MIE could improve the students’ homework performance. 8. MIE could not reduce students’ learning CL. |
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NDLTD |
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Chinese |
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NDLTD |
| topic |
University of Macau -- Dissertations 澳門大學 -- 論文 Computer-assisted instruction 電腦輔助教學 Cognitive learning 認知學習 |
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University of Macau -- Dissertations 澳門大學 -- 論文 Computer-assisted instruction 電腦輔助教學 Cognitive learning 認知學習 陳藝康 多媒體教學情景對學生認知負荷量、學習表現影響之研究 |
| description |
University of Macau === Faculty of Education |
| author |
陳藝康 |
| author_facet |
陳藝康 |
| author_sort |
陳藝康 |
| title |
多媒體教學情景對學生認知負荷量、學習表現影響之研究 |
| title_short |
多媒體教學情景對學生認知負荷量、學習表現影響之研究 |
| title_full |
多媒體教學情景對學生認知負荷量、學習表現影響之研究 |
| title_fullStr |
多媒體教學情景對學生認知負荷量、學習表現影響之研究 |
| title_full_unstemmed |
多媒體教學情景對學生認知負荷量、學習表現影響之研究 |
| title_sort |
多媒體教學情景對學生認知負荷量、學習表現影響之研究 |
| publisher |
University of Macau |
| publishDate |
2010 |
| url |
http://umaclib3.umac.mo/record=b2178747 |
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AT chényìkāng duōméitǐjiàoxuéqíngjǐngduìxuéshēngrènzhīfùhéliàngxuéxíbiǎoxiànyǐngxiǎngzhīyánjiū AT chényìkāng studyontheeffectsofmultimediainstructioncontexttothestudentscognitiveloadandlearningperformanceduōméitǐjiàoxuéqíngjǐngduìxuéshēngrènzhīfùhéliàngxuéxíbiǎoxiànyǐngxiǎngzhīyánjiū |
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