The effects of multimedia presentation types and spatial ability on the "Electromagnetism" learning effect and the misconceptions clarification for 10th grade students.

• Main Authors: LIN,PIN-CHUN, 林品均
• Other Authors: CHEN, YAU-JANE
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/rm2czn

碩士 === 國立中正大學 === 教育學研究所 === 107 === The aim of this study is to investigate the effects of multimedia presentation types on 10th grade students with different spatial abilities in learning about the “Electromagnetism”. Further, the study also aims to analyze the misconceptions of students. In addition, it also tries to examine whether there are differences during the cognitive thinking processes in learners with different multimedia presentation types. The study used a 3×2 two-factor quasi-experimental design, multimedia presentation types (Printed, Teaching aid, 3D animation) and spatial ability (high and low) were the independent variables, and the learning effectiveness and misconceptions clarification of students on the topic “Electromagnetism” were the dependent variables. The subjects in this study were from a high school in Tainan City with a total of 103 students in three classes. After students had taken up the spatial ability test, they were randomized into printed, teaching aid, and 3D animation groups respectively for teaching. On completion of the teaching unit, students undertook an achievement test and a misconception test on “Electromagnetism” and 15 students were selected for interviews. The results of this study revealed the following: 1. Multimedia presentation types and spatial ability do not show interaction effects on learning effectiveness and misconceptions clarification of learners. 2. Whether the visual information is presented by animation, teaching aid, or printed media has significant effect on learning effectiveness and misconceptions clarification. The learning effectiveness of the animation and teaching-aid groups were significantly higher than the printed group. In addition, learners underwent animations with better misconceptions clarification than the other two groups. 3. The spatial ability of learners has significant effect on learning effectiveness, learners with high spatial ability perform better than learners with low spatial ability. However, the spatial ability of learners has no significant effect on misconceptions clarification. 4. The multimedia presentation types has different degrees of influence on students in establishing stereoscopic images and spatial representation. For teaching aid group, operating actual objects can help learners with low spatial ability to understand the meaning of the topic when learning, but this has no obvious benefit for those with high spatial ability. The animations and films used by the 3D animation group help students to construct mental representations of abstract concepts such as current and magnetic fields and their corresponding positional relationships in space.