| Summary: | 碩士 === 國立嘉義大學 === 數位學習設計與管理學系研究所 === 101 === This study investigated the effects of the type of advance organizers and levels of working memory spans on learners’ achievements and cognitive load in a multimedia environment. Sixty-four university students with sociology degree with social background were assigned into three groups reading the same learning content with three different types of advance organizers. In each group, participants were also identified as either high or low working span learners according to their working memory span level. The types of the three advance of organizer are text list, concept-map, and no advance organizers. The participants’ comprehension of the reading content and cognitive load levels while reading the content were measured and compared using an ANOVA. The results showed no significant differences among the three advance organize groups. However, a significant difference on learners’ cognitive load levels was found. Learners using list advance organizer were found to invest less mental effort than no advance group when reading the content. Meanwhile, the two advance organizer groups encountered lower difficulty level of the content than the no advance organizer group. No impact on either the comprehension or cognitive load level from working memory span level was found in this study. Users’ prior knowledge level towards specific subjects should be considered when utilizing advance organizer in course design. Suggestions for instructional design and future studies were suggested in this thesis.
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