A Study on the Comparison of Learning Effects by Integrating Flash Animation and YouTube Videos into History Teaching on Different Grades of Junior High School Students

• Main Authors: Ssu-Chieh Chang, 張思潔
• Other Authors: Ming- Kuo Wu
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/38175986705414701070

碩士 === 康寧大學 === 數位應用研究所 === 103 === Online training and e-learning are going to be the next fast-growing and quick-changing industry in the world of Internet. In 2002, the National Science Council of the Executive Yuan proposed the "National e-Learning of Science and Technology Plan", leaving the industries and educationists to devote themselves into the construction of software and hardware on e-learning. In 2014, with the implementation of Twelve-year Compulsory Education, the teaching on junior high school is no longer in bond of entrance examination; we can try to combine the multimedia and teaching to make students’ learning more interesting. It is worthy of our attention to see if we can achieve the goal of effective teaching, and enhance students’ learning achievements and learning attitudes by applying dual-coding theory on e-learning mediums. In this study, we aim to investigate the impacts on the eighth and ninth graders’ learning attitudes and achievements by integrating flash animation and YouTube videos into history teaching. The quasi-experimental method is adopted, and the results showed that after the implementation of the teaching experiment: (1) all students’ achievement is enhanced, and the eighth-graders improve greatly; (2) all students’ learning attitude is enhanced, and the ninth-graders improve greatly.