多媒體交互表徵教材建置與評估

Develop and Evaluate the Multimedia Reciprocal Representation Instructional Materials

本研究之目的為藉由網路教學平台導入多媒體交互表徵教學策略所設計的教材，以台灣南部某科技大學修習大一通識課程「電腦與資訊應用」兩班學生共80 人為研究對象，並以班級為單位，將二班學生隨機分派至實驗組（接受多媒體教學策略）共41 名學生及控制組（接受傳統操作示範教學策略）共39 名學生。實驗教學前/後，兩班皆施以「電腦與資訊應用-Excel 函數單元」成效測驗(前測、後測、學習保留效果測驗)，藉以探討不同教學策略對受試者在學習成效上的差異情形。研究發現經由多媒體交互表徵教學策略所設計的教材訓練，能使學習者之學習成效更為提升，且更有助於增進學習內容的理解與記憶，學習的保留效果也較為理想。

The purpose of this study is using e-teaching/learning site with the Multimedia Reciprocal Representation Instructional strategy(MRRIS) The study includes 2 classes(eighty students) of students who studied the course of applying computer and information from a technology university in southern Taiwan. Following quasi-experimental rubrics, one class (41 students) is assigned to MRRIS group (experimental group,) the other class (39 students) is assigned to non-MRRIS group (control group.) The results indicated that students’ learning performance can be significantly affected through MRRIS. Furthermore, MRRIS helps the learners’ quickly understanding and memory the contest and also improves the effect of temporary memory during learning.