Using Mind-learning Map mode to discuss the impact of learning motivation to learning performance – intellectual styles as moderating variables

• Main Authors: Shih-Ting Wu, 吳詩婷
• Other Authors: Ming-Yu Yang 楊明玉
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/8u56cm

碩士 === 淡江大學 === 資訊管理學系碩士班 === 103 === With the steady development of the Internet, the enterprises and educational institutions have imported digital learning for education and training, e-learning began to flourish. When learners learn with e-learning, they mainly use digital materials to get the knowledge. If the digital materials can not inspire learners’ motication, it’s difficult to enhance the learning performance, too. Therefore, digital materials become the important factor in digital learning environment. At present, there are a wide variety of digital learning materials on the web. The main presentation of the materials are the text, the video, the movie and the graphic etc. This research reference the mind map graphic way to innovative a material “Mind-learning Map (MLM)”. It makes the concept structured and presents a complete knowledge of architecture. This research explored that if the new materials will improve the learners’ motivation and performance. Learners’ performance may also affect by their learning styles and cognitive styles, so the research explore the effect of learning motivation to learning performance through experimentation, whether due to different intellectual styles as moderating variables. The results of the study are as follows: 1. The dimension “extrinsic goal orientation” and “task value” and “self efficacy” of motivation was significantly positive related to students’ learning performance. 2. The dimension “expectancy of success” and “test anxiety” of motivation was significantly negative related to students’ learning performance. 3. With different digital materials, the power point material in the dimension “tast value” and “self efficacy” of motivation was significantly higher than mind-learning map. 4. With different digital materials, the power point material in the dimension “learning satisfacation” of learning performance was significantly higher than mind-learning map. The mind-leaning map material in the dimension “learning outcomes” of learning performance was significantly higher than the power point material. 5. The influence of learning motivation to learning performance will not change by the intellectual styles.