A study on adopting the Cognitive Theory of Multimedia Learning to Analyze Illustrations in the Math Textbooks in Junior High School

• Main Authors: Yeh, Feng-Ming, 葉峰銘
• Other Authors: Chu,Chi-Hua
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/99dmcc

碩士 === 國立中正大學 === 教育學研究所 === 103 === The study aims to analyze the various functions, presentational types and the possible latent drawbacks in design on the illustrations of the math textbooks for junior high school students. Based on the cognitive theory of multimedia learning, the study adopts content analysis method to analyze the illustrations shown on the math textbooks for 7th grade. Three different common versions of math textbooks （N、H、K）were selected, analyzed and compared. Major findings are stated as follows. Firstly, with regard to the number and converge of illustrations of various functions, presentational types and the drawbacks in design, there is no significant difference across the three versions. However, compared to the other two versions, version N seems to follow the multimedia design principles more closely. Overall speaking, with regard to the various functions of illustrations, interpretational illustrations were most frequently used and organizational ones the least. The finding not supports the addressed proposal in related literature concerning illustrations, decorative illustrations should be avoided. With regard illustrations to the presentational types, form’s illustrations were most frequently used, graphic ones the second, and photographic theleast. This finding reflects learning content of math textbooks don’t put it into practice.