Cases Study of Cognitive-Conflict pull Knowledge Learning In Multimedia-based Online Argumentation System

• Main Authors: Chin-Yuan, Liu, 劉欽元
• Other Authors: Ming-Chou, Liu Ph.D.
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/25218763426745661674

碩士 === 國立花蓮教育大學 === 學習科技研究所 === 97 === Abstract This study aimed to present how students acquire knowledge through cognitive-conflict reactions in the argumentation process, and investigate whether multimedia-based evidence can induce cognitive-conflict reactions beneficial to knowledge learning in a multimedia on-line augmentation system. This study adopted a case study in qualitative inquiry. Through judgment sampling, three freshmen taking an on-line argumentation course in a national university in Hualien were selected to become the research subjects. The length of the research was three weeks. There are four observations in every week, including one observation taking place in class on Monday, and others occurring in the online argumentation activities on Wednesday, Friday and Sunday, all of which were recorded. Besides, interviews with these students were conducted respectively after the activities. The ways of collecting research data are observation, interview, and the system database. Through analysis and induction of the collected data, the findings are as following: (1) compared with only text-based claims, the usage of multimedia-based evidence could more easily induce cognitive-conflict reactions among students who have had misconceptions during online argumentation; (2) when cognitive-conflict reactions occur in students, claims supported by multimedia-based evidence could facilitate change of their concepts; (3) on this multimedia online argumentation system, students' misconceptions could be more easily corrected through the occurrence of cognitive-conflict reactions and the support of multimedia-based evidence; (4) the results showed that through this system, students could not only increase their argumentation skills but also benefit in knowledge learning through cognitive-conflict reactions. Keywords: multimedia argumentation, cognitive-conflict, knowledge learning