| Summary: | 碩士 === 佛光大學 === 資訊應用學系 === 103 === Based on Cognitive Load Theory, this study mainly explored the effects of presentation order of three-dimensional and two-dimensional instructional aids on students’ learning performance of star movements and on the perception of cognitive load.
The study adopted a single factor experimental design. The participants were 70 fourth and fifth graders of an elementary school in Yi-lan County. They were randomly assigned to one of the experimental groups. The independent variable was "the presentation order of 3D and 2D instructional aids", including “the planisphere followed by the 3D transparent sky simulator hemisphere” and “the 3D transparent sky simulator hemisphere followed by the planisphere”. The learning content was the same for both groups, except that in one group, the 2D instructional aid (planisphere) was used before the 3D instructional aid (3D transparent sky simulator hemisphere) with the astronomy teaching software “Stellarium”. But in the other group, the presentation order was the opposite. The dependent variables were the learning performance (three immediate tests) and the percetion of cognitive load (the level of perceived difficulty, effort devoted, concentration, understanding, and effort needed).
The content was about the concept of stars rising in the east and setting the west. The learning objective was to forecast and mark the star positions on the planisphere. In each period, the questionnaire of cognitive load was given right after learning, and then the immediate test was taken.
The results of the study were as follows:
(A) Learning performance: There were significant differences in the second and third immediate tests between the two groups. That is, the performance of "the 3D transparent sky simulator hemisphere followed by the planisphere" group was superior to "the planisphere followed by the 3D transparent sky simulator hemisphere " group.
(B) Cognitive load: There were no significant differences between the two groups in the five indicators of cognitive load, that is, the level of difficulty, effort devoted, concentration, understanding and effort needed.
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