The Development of an Animation-Based Curriculum of Moon Phases and Exploration of the Impact of Secondary Students' Spatial Ability on Learning Outcomes and Cognitive Load

• Main Authors: Tseng, Kuan-Yun, 曾冠雲
• Other Authors: Chang, Chun-Yen
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/87105471865441081284

碩士 === 國立臺灣師範大學 === 科學教育研究所 === 100 === The causes of moon phases is a difficult unit for secondary students to understanding, so this study hopes to develop a multimedia animation instrument to assist student’s learning. To do so, we used to Mayer’s(2003) cognitive theory of multimedia learning(CTML) and Sweller’s(2008) cognitive load theory(CLT) and instructional designs to develop the multimedia animation instrument. Ninety-eight students took the spatial ability test, and then were randomly divided into animation graphic group(AGG) and static graphic group(SGG). After multimedia learning, students completed the self-reported scale of cognitive load and multiple choices learning outcomes test. It was found that the learning outcomes showed no significant difference between AGG and SGG. Learning outcomes had a negative correlation(r=-.298, p<.01) with cognitive load. Spatial ability was positively related to learning outcomes(r=.471, p<.01). High spatial ability students’ learning outcomes were significantly better than low spatial ability students(F(3,50)=10.458, p=.000, f=0.616). High spatial ability students reported lower cognitive load than low spatial ability students (F(3,50)=2.56, p=.065, f=0.361).