Presentation and Explanation Modes in Worked-Examples: Examining their Effects on Third Graders’ Learning of Area Concepts

• Main Author: 陳美秀
• Other Authors: 曾世綺
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/43654483898571213494

碩士 === 佛光大學 === 學習與數位科技學系 === 99 === 　　The purpose of this research was to investigate the effects of using different presentation and explanation modes in multimedia worked examples on students’ learning of mathematic area concepts. 　　Sixty-five third graders from a public school in Yilan County were randomly assigned to one of the four groups in this experiment that used a 2 by 2 factorial design. The independent variables in the study were presentation (i.e., dynamic vs. static) and explanation (i.e., self vs. instructional) modes. The dependent variables in the study involved posttest scores, practice scores, learning time, as well as cognitive load and motivation. The results of the study were as follows. 1. Different presentation and explanation modes would not affect students’ posttest scores. 2. Different presentation and explanation modes would not affect students’ practice performance. 3. Different presentation modes would not affect the amount of time students spent on learning the materials. Comparing to instructional explanation devices, using self explanation devices in multimedia would increase the amount of time students spent on learning the materials. 4. Different presentation modes would not affect students’ cognitive load and their motivation levels. In addition, different explanation modes would not affect students’ perceived effort needed, the amount of effort they devoted to the materials, their willingness to read, and their confidence levels in understanding the materials. Comparing with instructional explanation devices, self explanation devices, however, would increase students’ perceived task difficulty. 5. Perceived task difficulty and effort needed were positively correlated. Reading willingness and confidence level were positively correlated. Additionally, perceived task difficulty correlated negatively with reading willingness and with confidence level. Effort needed correlated negatively with reading willingness and with confidence level. Finally, effort devoted and reading willingness were positively correlated. 　　Recommendations regarding ways to improve the design of this study as well as ways to use presentation (i.e., dynamic vs. static) and explanation (i.e., self vs. instructional) modes in multimedia worked examples were given. Future research directions were also proposed.