| Summary: | 博士 === 國立成功大學 === 電腦與通信工程研究所 === 103 === In this study, an integrative multi-device display system was designed and implemented after concluding the related literatures and practical experience.
This system can be deployed on two different using scenarios.
In classroom scenario, a multi-display teaching system was developed, based on the design principles proposed by cognitive load theory and the cognitive theory of multimedia learning, to address the need for simultaneous, focused display of multimedia content. This system was deployed on multiple projectors in real educational environments in order to prove that it is effective in improving learning efficiency. An experiment was carried out with 120 college students as participants. The analysis of the experimental statistics showed that multi-display instructional material significantly reduced cognitive load and enhanced learning effectiveness.
In mobile scenario, a shared display system has been developed using multiple hand-held devices and applied to interactive learning activity. Every member in the learning group can use their own handheld device to form a shared display groupware in this Shared Display system of multiple Hand-held devices (SDH). With the help of this SDH and the internet, group members can have a common focus during any discussion. Moreover, the SDH enlarges the contents that can be shown on a single screen, making the content clearer to the users; it combines related contents, allowing the users to compare the differences and achieve a better learning effect. In a five-week experiment involving 24 college students, the results showed that the participation ratio of students using SDH was higher than that of using traditional Network-File –Sharing or their own hand-held devices. Questionnaires were sent to the students to test their subjective responses, and it showed that SDH did assist the students to express their thoughts more clearly and to understand each other more easily. SDH also helped the students to see a complex content more clearly, and enhanced the students’ interest to have discussions.
|
|---|
