| Summary: | 碩士 === 國立嘉義大學 === 數位學習設計與管理學系研究所 === 99 === This study aimed to investigate the effect of the multimedia presentation modes (animation with narration, animation with subtitle, and animation with narration and subtitle) within a self-controlled learning module on learning effectiveness and cognitive load. The 94 participants comprised high school students, undergraduates, graduates and other people. Using a field experiment approach, this study designed a 3D kidney medical animation as the learning material. Each participant was randomly assigned one of the three presentation modes and tested for his/her preliminary knowledge. Right after watching the animation, the participants took a posttest for the learning effectiveness. One more week later, a delayed posttest was conducted. The results indicate that there was no significant difference in learning effectiveness among the three groups. However, different multimedia presentation modes exerted significantly differential effect on cognitive load. In detail, the “animation with subtitle” group perceived higher levels of overall and intrinsic cognitive load than the “animation with narration” and “animation with narration and subtitle” groups, but no significant difference was found in terms of extraneous cognitive load.
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