The impact of types of text display and spatial capabilities on learning outcomes of ecology e-storybook

• Main Author: 曾乙嵐
• Other Authors: Hueyching Janice Jih
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/11568523259209970723

碩士 === 國立新竹教育大學 === 數位學習科技研究所 === 96 === With the prosperous development of ICT technologies, multimedia learnerning theory not only provides brand new visions for message design of e-learning content, but highlights the associated relationship between the way how multimedium components are assembled and learning effects. Several multimedia principles reveal that students learn better in explanatory text when illustrations and the corresponding explanatory words are presented near rather than far from each other on the screen. Besides, high-spatial learners benefit more from well-designed multimedia presentation than low-spatial ones. However, it remains to be proved to realize if the principles could be furtherly applied to prevalent-used e-storybooks which are presented by animated pictures and dialogue words in scenario-based stories. Therefore, this empirical research has intended to examine the impact of types of text display on e-storybooks and spatial capabilities of high-grades elementary pupils on learning outcomes as well as learning attitudes. In addition, it investigates the correlations between ecology literacy, spatial intelligence, lingustic intelligence, logical-mathematical intelligence, naturalist intelligence and the attitudes that pupils hold toward ecology e-storybooks. The following points were found in this study： 1.There was no significant difference on the interaction of learning outcomes between the different types of text display and the different spatial capabilities of high-grades elementary pupils. However, there were significant differences on pupils’ learning outcomes among pupils with different spatial capabilities. 2.There was no significant difference on the learning attitudes toward ecology e-Storybook among high-grades elementary pupils receiving different types of text display, while high-grades pupils’ ecology literacy, spatial intelligence, lingustic intelligence, logical-mathematical intelligence, naturalist intelligence and the learning attitudes they hold toward ecology e-storybooks have been shown to be significantly related.