教學影之誘發性細節對於學童學習的影響

The Role of Seductive Details on Children's Multimedia with Respect to Learning

近年來由於行動裝置及平板電腦等技術快速的成長，導致人們對於資訊以電腦的方式學習也隨之改變。其中值得一提的是，教學者在使用多媒體教材教導學童時，更需要了解這些多媒體要如何使用，才可以讓學童學習的更專注且能提高他們的學習成效。本研究即依此思維，欲瞭解學童再利用多媒體學習時，在教材中加入誘發性細節的圖像對學習的成效與學習興趣是否會有差異。本研究根據學習認知與情感多媒體理論（CATLM）作為研究的理論基礎，以解釋誘發性細節的圖像是否應該加入教材。本研究使用二因子混合（two-waymixed-design）的實驗設計，受試者為國小學童（人數＝52），自變項是為有無誘發性細節的圖像及學童年齡（九歲和十一歲）；依變項是學習成效及學習趣味性。他們分別觀看有無誘發性細節圖像之「古典音樂家的一生」「學習影片，之後填寫趣味性問卷和測驗。研究結果表示，國小學童在學習影片中，學習成效在有誘發性細節的圖像時，比在沒有誘發性細節圖像的情況下時較高。當分別觀看兩個不同年齡學童的學習興趣時，九歲的學童認為具有誘發性細節的多媒體學習教材更有趣，而十一歲的學童則沒有偏好。本研究的結果期提供教師教學設計，設計出更好之多媒體學習教材。 The rapid development of mobile devices, apps, and tablet computing is revolutionizing the concept of socializing as well as computing and learning. It is particularly important that educators who are teaching music-related content with children have access to engaging and relevant resources to provide to their learners. The aim of this experiment is to investigate the effect of seductive details in multimedia learning materials on learning outcomes and learning interest. The present study uses The Cognitive-Affective-Theory-of-Learning-with-Media (CATLM) as a theoretical framework to explain these results in seductive details research. Using a two-way mixed-design, we ask a group of elementary school students (N = 52) to learn about “The life of a classic musician” in a multimedia environment that manipulated the presence of seductive details (with vs. without) and students' age (9 year-olds vs. 11 year-olds). The findings showed that students' learning outcome was significantly higher when seductive details were presented. When the interesting ratings of the two age groups were looked at separately, they revealed that the 9 year-olds felt that multimedia learning materials that had seductive details were more interesting and the 11 year-olds had no preference. The results of this study will help teachers and designers to design better multimedia materials.

The rapid development of mobile devices, apps, and tablet computing is revolutionizing the concept of socializing as well as computing and learning. It is particularly important that educators who are teaching music-related content with children have access to engaging and relevant resources to provide to their learners. The aim of this experiment is to investigate the effect of seductive details in multimedia learning materials on learning outcomes and learning interest. The present study uses The Cognitive-Affective-Theory-of-Learning-with-Media (CATLM) as a theoretical framework to explain these results in seductive details research. Using a two-way mixed-design, we ask a group of elementary school students (N = 52) to learn about “The life of a classic musician” in a multimedia environment that manipulated the presence of seductive details (with vs. without) and students' age (9 year-olds vs. 11 year-olds). The findings showed that students' learning outcome was significantly higher when seductive details were presented. When the interesting ratings of the two age groups were looked at separately, they revealed that the 9 year-olds felt that multimedia learning materials that had seductive details were more interesting and the 11 year-olds had no preference. The results of this study will help teachers and designers to design better multimedia materials.