圖形組體對消除「誘人細節效應」之成效研究

The Effects of Using Graphic Organizers in Reducing Seductive-Details Effect

相關研究指出，當在文本中加入與教材主題相關，但又與教材主要學習內容無關的趣味性內容時，會對學習產生負面影響，此即所謂「誘人細節效應」。另一方面，有關圖形組體的相關研究指出圖形組體對學習有正向影響，本研究旨在探討在文本（T）中加入「誘人細節（SD）」與「圖形組體（GO）」及其安排對學習成效、學習興趣與閱讀文本時間的影響。本研究採實驗研究法，將207 位國小四年級學生隨機分派為六組，分別為：趣味組（SD+T）、趣味前置圖形組體組（SD+GO+T）、趣味後置圖形組體組（SD+T+GO）、基本前置圖形組體組（GO+T）、基本後置圖形組體組（T+GO）與控制組（Control），各組觀看（閱讀）完教材後，受試者依序進行學習興趣量表與學習成效後測的填答。研究結果顯示：（1）加入誘人細節確實會降低學習成效。（2）在有誘人細節的情況下，前置圖形組體雖有助提昇學習成效，但並無法完全消除誘人細節效應。（3）加入誘人細節對學習興趣無顯著影響。（4）加入誘人細節會使學習者花費在閱讀正文文本的時間減少。

Previous studies have reported that the inclusion of interesting details that are related but not directly relevant to the learning material (i.e. seductive details) was often at the expense of learning important or target material. The major purposes of the present study were to examine whether the use of graphic organizer (GO) would eliminate the seductive details effects and whether the inclusion of seductive details (SD) had a positive effect on students’ learning interest and learning time. The participants were 207 fourth grade students. The target learning material was a passage (T) about insects. The participants were randomly assigned to one of the following conditions: (a) watched a video, and then read the target material (SD+T), (b) viewed a graphic organizer, and then watched a video followed by reading the target material (SD+GO+T), (c) watched a video, and then read the target material followed by viewing a graphic organizer (SD+T+GO), (d) viewed a graphic organizer followed by reading the targ t material (GO+T), (e) read the target material followed by viewing a graphic organizer (T+GO),or (f) only read the target material (Control). After reading the passage, students completed a learning interest scale and a quiz. The major findings are as follows: First, the present study supported the seductive details effect (i.e. including interesting but not directly relevant details hindered learners’ reading comprehension). Second, the inclusion of graphic organizers mitigated but did not eliminate the seductive-details effect. Third, providing seductive details had no significant effect on learning interest. Finally, the inclusion of seductive details led to less time committed to read the target material.