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 |
相關次數: | 點閱:464 下載:0 |
分享至: |
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
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.
中文部份
徐易稜,多媒體呈現方式對學習者認知負荷與學習成效之影響研究,國立中央大學資訊管理研究所碩士論文,2001。
能源教育,http://energy.ie.ntnu.edu.tw/index.asp。
張春興,教育心理學-三化取向的理論與實踐,台北:東華書局,2001。
范懿文,陳彙芳,認知負荷對多媒體電腦輔助學習成效之影響研究,資訊管理研究,第二卷,45-60,2000。
慎基德,以生理訊號探討多媒體環境之使用者情感反應,國立台灣大學電機工程學研究所,碩士論文,2006。
英文部份
Chih-Ming Chen, & Tai-Hung Lee (2009). Emotion Recognition and Communication for Reducing Second-language Speaking Anxiety in a Web-based One-to-One Synchronous Learning Environment. British Journal of Educational Technology,. (Article in press).
Childers, Terry L., Houston, Michael J., Susan E., and Heckler(1985). Measurement of individual differences in visual versus verbal information processing. Journal of Consumer Research, S.E., 12, 125-134.
Dunn, R., Dunn, K.(1993). Teaching Secondary Students Through Their Individualized Learning Styles. Reston, VA: Reston Publishing Co.
Guan, Y.-H.(2009). A Study on the Learning Efficiency of Multimedia-Presented. Computer-Based Science Information. Educational Technology & Society, 12 (1), 62–72.
HeartMath,http://www.heartmath.com/
Hede, A.(2002). An integrated model of multimedia effects on learning. Journal of Educational Multimedia and Hypermedia, 11(2), 177-191.
Jonassen, D. H., Grabowski, B. L.(1993). Handbook of individual differences, learning and instruction, Hillsdale, NJ: Erlbaum.
Keefe, J.W.(1987). Learning Style: Theory and Practice. Reston, Virginia: National association of secondary school principals.
Kim K. H., Bang S. W., Kim S. R.(2004). Emotion recognition system using short-term monitoring of physiological signals. Medical & Biological Engineering & Computing, Vol. 42, 419-427.
Kleinginna, P., Jr., & Kleinginna A. (1981b). A categorized list of emotion definitions, with suggestions for a consensual definition. Motivation and Emotion, 5, 345-379.
Kort, B., Reilly, R., and Picard, R.W.(2001). An Affective Model of Interplay Between Emotions and Learning: Reengineering Educational Pedagogy—Building a Learning Companion. In Proceedings of ICALT.
Kulhavy, R. W., Stock, W .A. & Kealy, W. A.(1993). How geographic maps increase recallof instructional text. Educational Technology Research & Development, 41(4), 47-62.
Lai, S.L.(2000). Influence of Audio-Visual Presentations on Learning Abstract Concepts. International Journal of Instructional Media, 27(2), 199-207.
LeDoux, J.(1994). Emotion, memory, and the brain. Scientific American, vol. 270, pp. 50-57.
Likert, & Rensis(1932). A Technique for the Measurement of Attitudes. Archives of Psychology, 140: pp. 1-55.
Lindsay, P.H., and Norman, D.A. (1977). Human Information Processing: An Introduction to Psychology (2nd ed.). New York: Academic Press. Inc.
Masahiro Ando, & Maomi Ueno(2008). Cognitive load reduction on multimedia e-learning materials. Eighth IEEE International Conference on Advanced Learning Technologies.
Mayer, R.E.(1997). Multimedia learning: Are we asking the right questions?. Educational Psychologist, 32(1), 1-19.
Mayer, R.E., and Sims, K. (1994). For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning. Journal of Educational Psychology, 86(3), 389-401.
Messick, S.(1984). The nature of cognitive styles: Problems and promise in educational practice. Educational Psychologist, 19(1), 59-74.
Messick, S.(1978). Individuality in learning. San Francisco: Jossey-Bass.
Moreno, R., & Mayer, R. E.(1999) Cognitive Prnciples of Multimedia Learning: The Role of Modality and Contiguity. Journal of Educational Psychology, 91(2), 358-368.
Moreno, R., & Mayer, R.E.(2000). A Coherence Effect in Multimedia Learning : The Case for Minimizing Irrelevant Sounds in the Design of Multimedia Instructional Messages. Journal of Educational Psychology, 92(1), 117-125.
Mousavi, S. Y., Low, R., and Sweller, J.(1995). Reducing Cognitive Load by Mixing Auditory and Visual Presentation Modes. Journal of Educational, Psychology, 87(2), 319-334.
Pedro Paredes, & Pilar Rodriguez(2006). The application of learning styles in both individual and collaborative learning. Advanced Learning Technologies.
Paivio, A.(1971). Imagery and verbal processes. New York: Holt, Rinehart, and Winston.
Paivio, A., and Begg, I. (1981). Psychology of Language. Englewood Cliffs, New Jersey: Prentice-Hall, Inc.
Paivio, A.(1986). Mental Representations: A Dual Coding Approach. Oxford, England:Oxford University Press.
Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent deve-lopments. Educational Psychologist, 38(1), 1-4.
Piaget, J., (1989). Les relations entre l’intelligence et l’affectivité dans le developpement de l’enfant. Rimé, B.; Scherer, K. (Eds.) Les Émotions. Textes de base en psychologie. Paris: Delachaux et Niestlé. pp. 75-95.
Pekrun, R.(1992). The impact of emotions on learning and achievement: Towards a theory of cognitive/motivational mediators. Applied Psychology: An International Review, 41(4), 359-376.
Richardson, A.(1977). Verbalizer-visualizer: A cognitive style dimension. Journal of Mental Imagery, 1(1), 109-126.
Rigas G., Katsis C.D., Ganiatsas G., and Fotiadis D.I.(2007). A User Independent, Biosignal Based, Emotion Recognition Method. Lecture Notes in Computer Science, 4511 LNCS, pp. 314-318, 2007.
Rollin McCraty, Mike Atkinson, William A. Tiller, Glen Rein, and Alan D. Watkins,(1995). The Effects of Emotions on Short-Term Power Spectrum Analysis of Heart Rate Variability. American Journal of Cardiology, 76(14): 1089-1093.
Sabine Graf, Chung Hsien Lan, Tzu-Chien Liu, Kinshuk(2009). Investigations about the Effects and Effectiveness of Adaptivity for Students with Different Learning Styles. ICALT, 415-419
Shen, L., Wang, M., & Shen, R. (2009). Affective e-Learning: Using “Emotional” Data to Improve Learning in Pervasive Learning Environment. Educational Technology & Society, 12 (2), 176–189.
Smith, S.M., Woody, P.C(2000). Interactive effect of multimedia instruction and learning styles. Teaching of Psychology, 27(3), 220-223.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science 12 (2): 257–285.
Timothy P. Culbert, M.D. with Howard Martin and Rollin McCraty, Ph.D.A practitioner’s guide:application of emWave PC Stress Relief System.
Vaughan, T.(1993). Multimedia: Making it Work, New York: McGraw-Hill.
Witkin, H. A., Moore, C. A., Owen, D. R., & Raskin, E. (1977). Role of the field-dependence and field-independence cognitive style in academic evolution: A longitudinal study. Journal of Educational Psychology, 69(3), 197-211.