| Summary: | 碩士 === 佛光大學 === 學習與數位科技學系 === 99 === The purpose of this study was to, based on the cognitive load theory, examine the ef-fects of isolated-interacting instructional design on junior high school students’ learning of the electricity unit and their perception of cognitive load.
The participants were 80 junior high school students from three classes of a junior high school in Yilan County. The independent variable was instructional design method (“iso-lated-interacting design" and the “integrated design”), and the dependent variables were "learning performance"(immediate posttest and delayed posttest, consisted of memory, com-prehension, application and analysis types of questions) and "cognitive load."
The results are summarized as follows:
1. There was a significant instructional design effect: The isolated-interacting instructional design group was superior to the integrated instructional design group in both the immediate posttest and delayed post test, regardless of examining them from their overall effects or se-parated dimensions (memory, comprehension, application and analysis)
2. Instructional design methods did not have a significant effect on the perception of various cognitive load indicators except the indicator of personal seriousness. The isolated-interacting design group indicated a higher level of personal seriousness in the learning activity than the integrated design group. In addition, a correlation analysis revealed that learning performance was also significantly correlated to the level of personal seriousness in the learning activity and the distractibility of the material design.
The findings of this study may provide some implications for instructors and instruc-tional designers in material and instructional design.
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