The Effects of Multisensory Tangible Learning Approach on Students’ Learning Achievement, Cognitive Load and Learning Satisfaction

• Main Authors: Wu, Min-Ping, 吳敏萍
• Other Authors: Yin, Mei Jun
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/bxtkr2

博士 === 國立臺南大學 === 教育學系教育經營與管理碩博士班 === 103 === The purpose of this study is to explore the effects of multisensory tangible learning approach on students’ learning achievement, cognitive load and learning satisfaction. Based on the view of information education, this study explored how to adaptively combine the educational theory and learning strategies with the new patterns of learning environment, and provided a set of systematic teaching application guidelines and examples. In this study, 90 students in a University of Science and Technology were divided into the experimental group, which received multisensory tangible learning instruction, group A, which received E-learning, and group B, which received traditional classroom instruction. The course content of these three groups was to understand and distinguish 8 coffee beans, and learn the knowledge related to coffee. The research method applied nonequivalent group with pretest and posttest of quasi-experimental study design, and conducted a period of eight weeks of experimental teaching. Before the implementation of experimental teaching, all students of these three groups took the pretest of learning achievement. After the eight weeks experimental teaching, the immediate post-test of learning achievement, and the questionnaires of cognitive load and learning satisfaction were conducted. Two weeks after the completion of the experimental teaching, the follow-up test of learning achievement were conducted, and six students of the experimental group were interviewed to explore their opinions about using the multisensory tangible learning approach to teach the knowledge of coffee beans. The research findings are summarized below: 1. The learners who receive the multisensory tangible learning instruction have better immediate learning achievement than those who receive e-learning instruction. The learners who receive the multisensory tangible learning instruction have better delayed learning achievement than those who receive traditional classroom instruction. 2. The learners who receive the multisensory tangible learning instruction have the lowest extraneous cognitive load among the three groups of learning instruction, and have higher germane cognitive load than those who receive e-learning instruction. 3. The learners who receive the multisensory tangible learning instruction have the best learning satisfaction among the three groups of learning instruction.