| Summary: | 碩士 === 國立交通大學 === 理學院科技與數位學習學程 === 100 === This research aims to discover the effect of visual attention guiding on dynamic digital instructional teaching design toward study achievement and cognitive load --a study on the junior high school remedial teaching of the formation of images by convex lenses. The research method is adopted from the quasi-experimental research design.The research object is divided into one experimental group consisted of 48 9th-grade students and one control group consisted of 58 9th-grade students with low study achievements in science and medium study achievements in science.The research method consists of the same teaching material but with different teaching methods.The experimental group applies multi-media teaching material based on visual attention guiding to practice the remedial teaching. Contrary to that, the control group applies the classic pictorial teaching method. The pretest is executed before the research.After the experimental teaching performed, an independent sample t test is used to analyze the study achievement and cognitive load of the posttest students from the experimental group and the control group.Consequently, the duration of the delayed posttest from these two groups after one month is also analyzed.Hence, the study result demonstrates the following results:
(一) To the entirety students and students with medium study achievement in science, ‘visual attention guiding’ dynamic digital teaching material may reduce the cognitive load efficiently, improve study achievement and has better duration of study achievement.
(二) To the students with low study achievement in science, ‘visual attention guiding’ dynamic digital teaching material may not reduce cognitive load during study process, or improve study achievement and have lower duration of study achievement.
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