The Effect of Using Multimedia to Construct Mental Model on Learning Performance with Different Cognitive Style - In Case of Learning E-Mail System.

• Main Authors: Yun-Long Lin, 林昀龍
• Other Authors: Jiin-Po Wu
• Format: Others
• Language: zh-TW
• Published: 2000
• Online Access: http://ndltd.ncl.edu.tw/handle/71394418589211963116

碩士 === 淡江大學 === 資訊管理學系 === 88 === The purpose of this research is to investigate the effects of multimedia-constructed conceptual model, which helps to build user’s mental model on learning performance by end users with different cognitive style. In the experiment, the researcher developed a system to teach end-user to use E-mail system. This research used Messick hidden figure test to classify end-users into two groups -- field independence and field dependence. Three tests are administered to college, junior college, and primary school students respectively. The research framework is the end-user’s training model proposed by Bostrom, Olfman and Sein. The research employed a 2*2 Factorial design. Finally, the collected data is analyzed by using two-way ANOVA. The effects of metal model and cognitive style and their interaction effects on learning performance are then analyzed. The result shows that there is no significant difference by end-users with different cognitive style in junior and college students. The field independent students in primary school show higher learning effectiveness. End users learn without providing a conceptual model performs better than those with a conceptual model in junior and college students, but the result is opposite in primary school. The research also shows that no interaction effect exists. Hence, multimedia designers should evaluate the suitability of incorporating a conceptual model carefully before using multimedia in training.