Accessing the Effects of Student Learning Styles on Multimedia Science Teaching

碩士 === 吳鳳科技大學 === 應用數位媒體研究所 === 107 === ABSTRACT The researcher applies multimedia teaching materials to analyze the learning outcomes of students with different learning styles and to further understand the application of multimedia teaching materials. The diversify of multimedia teaching...

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Main Authors: Chai-Feng Cheng, 蔡宗岳 
Other Authors: Fu-Mei Weng
Format: Others
Language:zh-TW
Published: 2019
Online Access:http://ndltd.ncl.edu.tw/handle/un562k
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spelling ndltd-TW-107WFIT06410172019-11-28T05:22:55Z http://ndltd.ncl.edu.tw/handle/un562k Accessing the Effects of Student Learning Styles on Multimedia Science Teaching 學生學習風格對於多媒體理化教學 之學習成效影響因素探討 Chai-Feng Cheng 蔡宗岳  碩士 吳鳳科技大學 應用數位媒體研究所 107 ABSTRACT The researcher applies multimedia teaching materials to analyze the learning outcomes of students with different learning styles and to further understand the application of multimedia teaching materials. The diversify of multimedia teaching materials has a positive impact on the learning outcomes of physical and chemical learning, which may be related to the different learning styles of students themselves. Some students like sound and video rich content, while others are not. This may cause varied learning outcomes. Based on the literature review, this study uses Kolb's learning style and Swinger's cognitive load theory as the theoretical basis for exploring the effects of physical and chemical multimedia teaching materials. The multimedia teaching aids are used in physical and chemical teaching, and the learner's learning style is also taken into consideration in this study to investigate the cognitive load brought by multimedia teaching materials and its learning effectiveness. In this study, the 9th graders were selected as the research objects. Before the experiment, the students filled in the learning style questionnaire. Then the researcher applied multimedia teaching materials in his science teaching. Later, the questionnaire was used again to collect the data on students' cognitive load. The test papers were also used to obtain the students' learning results. Finally, the researcher used statistical software spss to conduct the data. The results of the study show that: 1. there are significant differences in the application of multimedia teaching materials in science teaching than that in traditional textbook teaching. 2. Through the implementation of multimedia teaching, there is no significant difference in learning outcomes in terms of gender. 3. The learning effect of multimedia science teaching on the assimilating learners is significantly higher than that on the converging learners and accommodating learners. 4. Comparing to traditional science teaching, the implementation of multimedia teaching in science shows a significant difference in reducing the learners’ cognitive load. 5. The application of multimedia teaching materials shows no significant difference in cognitive load for students of different learning styles. (Note: there is only one learner in the convergence type in the control group, so the convergence type is not included in the comparison.) 6. The outcomes of learners with different learning styles moderately and positively correlated with the variable of cognitive load; in which the accommodating and assimilated learners especially present highly positive correlation. It is expected that the results of this study will provide some insights for future researchers of multimedia integration in teaching and can be applied to future teaching, which can help to reduce students' cognitive load and to achieve better performance. Fu-Mei Weng 翁富美 2019 學位論文 ; thesis 91 zh-TW
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description 碩士 === 吳鳳科技大學 === 應用數位媒體研究所 === 107 === ABSTRACT The researcher applies multimedia teaching materials to analyze the learning outcomes of students with different learning styles and to further understand the application of multimedia teaching materials. The diversify of multimedia teaching materials has a positive impact on the learning outcomes of physical and chemical learning, which may be related to the different learning styles of students themselves. Some students like sound and video rich content, while others are not. This may cause varied learning outcomes. Based on the literature review, this study uses Kolb's learning style and Swinger's cognitive load theory as the theoretical basis for exploring the effects of physical and chemical multimedia teaching materials. The multimedia teaching aids are used in physical and chemical teaching, and the learner's learning style is also taken into consideration in this study to investigate the cognitive load brought by multimedia teaching materials and its learning effectiveness. In this study, the 9th graders were selected as the research objects. Before the experiment, the students filled in the learning style questionnaire. Then the researcher applied multimedia teaching materials in his science teaching. Later, the questionnaire was used again to collect the data on students' cognitive load. The test papers were also used to obtain the students' learning results. Finally, the researcher used statistical software spss to conduct the data. The results of the study show that: 1. there are significant differences in the application of multimedia teaching materials in science teaching than that in traditional textbook teaching. 2. Through the implementation of multimedia teaching, there is no significant difference in learning outcomes in terms of gender. 3. The learning effect of multimedia science teaching on the assimilating learners is significantly higher than that on the converging learners and accommodating learners. 4. Comparing to traditional science teaching, the implementation of multimedia teaching in science shows a significant difference in reducing the learners’ cognitive load. 5. The application of multimedia teaching materials shows no significant difference in cognitive load for students of different learning styles. (Note: there is only one learner in the convergence type in the control group, so the convergence type is not included in the comparison.) 6. The outcomes of learners with different learning styles moderately and positively correlated with the variable of cognitive load; in which the accommodating and assimilated learners especially present highly positive correlation. It is expected that the results of this study will provide some insights for future researchers of multimedia integration in teaching and can be applied to future teaching, which can help to reduce students' cognitive load and to achieve better performance.
author2 Fu-Mei Weng
author_facet Fu-Mei Weng
Chai-Feng Cheng
蔡宗岳 
author Chai-Feng Cheng
蔡宗岳 
spellingShingle Chai-Feng Cheng
蔡宗岳 
Accessing the Effects of Student Learning Styles on Multimedia Science Teaching
author_sort Chai-Feng Cheng
title Accessing the Effects of Student Learning Styles on Multimedia Science Teaching
title_short Accessing the Effects of Student Learning Styles on Multimedia Science Teaching
title_full Accessing the Effects of Student Learning Styles on Multimedia Science Teaching
title_fullStr Accessing the Effects of Student Learning Styles on Multimedia Science Teaching
title_full_unstemmed Accessing the Effects of Student Learning Styles on Multimedia Science Teaching
title_sort accessing the effects of student learning styles on multimedia science teaching
publishDate 2019
url http://ndltd.ncl.edu.tw/handle/un562k
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