| Summary: | 碩士 === 國立交通大學 === 教育研究所 === 99 === The quasi-experimental design with 2 x 2 factors used in this study. Aim to explore the student with different spatial ability (high and low) used different type of animation (2D and 3D) to learn the scientific concept about atomic orbital model, the impact of their scientic concept construction learning achievement, mental model constrution, eye movement patterns and variation of EEG.
Students from a high school at Hsin-Chu Country were involved in this study. Three different tests were administered to all of students which are spatial ability test, the pre-test of scientific conception test and the pre-test of mental model test. A total of sixty ten-grade students were assigned into two different groups by the results of the pre-test of scientific conception test. There are 18 male and 12 female in each group. The results of the pre-test of scientific conception test are not significantly between two groups. Two group students were learning through the 2D or 3D multimedia animation on web-based learning environment. Students’ EEG and eye movement were recoded when they are learning, employed to explore the variation of EEG and eye movement by learing from the multimedia animation. After learning, two different tests were administered to all of students which are the post-test of scientific conception test and the post-test of mental model test. Students’ different performance in pre- and post-test employed to explore how 2D and 3D animation impact their achievement of scientific concept construction, mental model construction, eye movement pattens and variation of EEG.
Results indicate that there are not any interaction between spatial ability and type of multimedia animation in the scientific conception test. And students with high spatial ability outperform significantly than students with low spatial ability. Regardless the 2D or 3D group all perform better in post-test than pre-test in the scientific conception test, but there are not significantly different between two groups. Results also indicated that regardless the 2D or 3D group all perform better in post-test than pre-test in the mental model test. In spite of the 3D group outperform than 2D group, there are not significantly between two groups. About the pattens of students’ eye movement, results of total duration on whole picture, total duration on special areas, total duration of saccade on special areas and total duration of regression on special areas showed that the 3D group significantly outperform than 2D group. For mean fixation duration showed that the students with high spatial ability outperform than the students with low ability. For total duration of saccades on whole picture showed that the students with low ability outperform than the students with high ability. About the variation of EEG, regardless of the power of theta band, upper alpha band and upper beta band, the 3D group all significantly stronger than 2D group. For the power of theta band showed that the students with low spatial ability stronger than the students with high spatial ability, and weaker for the power of upper alpha band and upper beta band.
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