A Study on Learning Style Effect on Students' Performance Based on Mandarin Digital Resources : An Example of a Junior High School in Tainan.

• Main Authors: Chiang Tsai-Tzu, 江采姿
• Other Authors: Wonder Hung
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/fh2yfx

碩士 === 吳鳳科技大學 === 應用數位媒體研究所 === 105 === In traditional, the Mandarin philology teaching adopted lecture instruction or blackboard-learning. However, students couldn’t focus their attention for a long time in class and the learning performance was not good, either. Because digital learning resources gradually become useful aids in a traditional teaching environment, this study adopts self-designed curriculums, that is digital learning resources to teach students Mandarin. The researcher uses explicit and interesting illustrations, plus explains the word recognition so that students can identify Chinese words correctly and easily. The research aims to analyze the learning performance of the leaners with different learning styles. This study is based on literature review and adopts Kolb’s learning style theory to build a research model. The findings of this study show that students who accept digital learning resources have better learning performance than those who accept traditional teaching methods. What’s more, students with different learning styles have significant learning differences. Through analysis, we find accommodators learn more effectively than divergers and convergers. Cognitive load includes mental load and mental effort. If learners feel more difficult in learning content or need more mental effort, their cognitive load is heavier. The result of this study shows that the cognitive load of implementing digital learning resources is lower than that of implementing traditional teaching methods. In addition, the learning effect is statistically significant. Nevertheless, convergers’ cognitive load is heavy. It implies that convergers are not adapted to digital learning resources. Finally, compared with traditional teaching methods, the learning performance of using digital learning resources are remarkably related to students’ cognitive load.