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研究生: 孫櫻純
Ying-Chun Sun
論文名稱: 圖像及文字型認知風格學習者在學習不同型態多媒體教材時之學習情緒及成效研究
Evaluation of Learning Emotion and Performance for Learners with Visualizer / Verbalizer Cognitive Style Enrolled in Various Types of Multimedia Materials
指導教授: 洪欽銘
Hong, Chin-Ming
陳志銘
Chen, Chih-Ming
學位類別: 碩士
Master
系所名稱: 電機工程學系
Department of Electrical Engineering
論文出版年: 2010
畢業學年度: 98
語文別: 中文
論文頁數: 136
中文關鍵詞: 學習情緒情緒識別認知風格多媒體教材
英文關鍵詞: Learning Emotion, Emotion Recognition, Cognitive Style, Multimedia Material
論文種類: 學術論文
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  • 學生學習效果的好壞與學習教材有著密切關係,而每位學生認知上有個別差異。在學習過程中,也會產生情緒,而情緒的變化,則會影響學習效果。因此本研究以認知風格的觀點和不同型態多媒體教材探討其學習成效與學習情緒的影響,也另外探討學習情緒和學習成效間的兩個依變項是否具有關聯性。

    本研究以圖像型和文字型認知風格,結合情緒壓力感測儀器emWave,探討學習者間的個別差異。使用Childers、Houston及Heckler(1985)發展的SOP量表(Style of Processing scale)將學習者分為四種類型:「文字型強」學習者、「文字型弱」學習者、「圖像型強」學習者和「圖像型弱」學習者,搭配搭配三種不同型態的多媒體學習教材為:「靜態文字及圖片型」、「影片型」和「動畫互動型」多媒體學習教材,探討各類型多媒體教材,對於不同認知風格之學習者學習成效和學習情緒的影響。研究結果發現,不同認知風格學習者對於使用不同型態的多媒體學習教材,其學習成效和學習情緒有顯著差異。

    The quality of student learning effect is closely related with learning materials, but there are individual differences in cognition in each student. In the learning process, it will exist on emotion and the changes of emotion, and will affect the learning. The study emphasizes in views of cognitive style and multimedia learning materials, explore the impact in learning performance and emotion, and study the connection between the two.

    In this study visualizer and verbalizer cognitive style, combined with an emWave PC Stress Relief System, to explore individual differences among learners. All learners are divided into four types: low verbalization, high verbalization, high visualization, and low visualization by the Style of Processing scale developing by Childers, Houston and Heckler(1985) with three different types of multimedia learning materials: the static text and image-based, video-based and animated interactive multimedia materials. The result of this study found three types of multimedia materials for learners with different cognitive styles of learning performance and learning emotional have significantly different.

    摘 要 1 ABSTRACT ii 致 謝 iv 圖目錄 vii 表目錄 viii 第一章 緒論 1 1.1 研究動機與背景 1 1.2 研究目的 2 1.3 待答問題與研究假設 3 1.4 研究範圍 5 1.5 研究限制 6 1.6 重要名詞釋義 7 1.7 論文架構 9 第二章文獻探討 10 2.1 訊息處理理論 10 2.2 雙碼理論 12 2.3 認知負荷 14 2.4 認知風格 16 2.5 不同多媒體教材對於學習成效之影響 21 2.6 情緒識別 23 第三章研究方法 30 3.1 研究設計 30 3.2 研究變項 36 3.3 研究對象 39 3.4 研究工具 40 3.5 先導性研究 47 第四章資料分析 60 4.1 統計分析方法 60 4.2 修正認知風格量表 62 4.3 樣本基本資料分析 67 4.4 研究一假說之檢定 70 4.5 研究二假說之檢定 83 4.6 研究三假說之檢定 89 第五章結論與未來研究方向 96 5.1 研究結論 96 5.2 未來研究方向 101 參考文獻 102 附錄一 研究問卷—認知風格量表 107 附錄二 研究問卷—前、後測學習單 112 附錄三 學習教材—靜態文字及圖片 113 附錄四 學習教材—影片 123 附錄五 學習教材—動畫互動 128 附錄六 實驗照片—台北縣自強國小 131 附錄七 實驗照片—桃園市莊敬國小 134

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