| Summary: | 碩士 === 國立暨南國際大學 === 資訊管理學系 === 99 === The purpose of this study is to consider the learners’ information load and to apply the concept maps to design e-learning materials, in hoping to help learners achieve better e-learning outcomes. There are two important variables in this study. The independent variable is digital materials with different information load and the dependent variable is e-learning outcomes.
Under the different digital materials design styles with different information load, this study design three digital materials: “power point”, “traditional concept map” and “simplificative concept map”. In terms of learning outcomes, we will use “learning achievement”, “perceived usefulness”, “perceived ease of use” and “information load” as the measures of e-learning outcomes. We use the laboratory experiment method to test the hypothesized relationships. We selected the experimental subjects from sophomores and higher in the Department of Information Management of National Chi Nan University. One hundred and eleven students took part in this experiment. Based on the research results, we expect to design better digital materials and to reduce the information load when learners face the Web-based learning environments, and then raise their interests in learning and enhance learning effectiveness.
The research results find out the learners who browsing “concept map” are better than those who browsing “power point” in learning achievement, and the learners of browsing “simplificative concept map” are better than learners who browsing “concept map”. In the field of perceived ease of use, the learners who browsing “concept map” and who browsing “simplificative concept map” both of them are better than who browsing “power point”. In the field of perceived usefulness, there are no differences between each other. In the field of information load, the learners of browsing “simplificative concept map” are lower than the learners of browsing “concept map” and browsing “power point” learners.
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