數位教材導覽模式與認知風格對學習成效之影響

Impact of Digital Content Navigation and Cognitive Style on Learning Performance

因應數位學習模式的演進，適性化學習的議題也逐漸受到重視，其中的關鍵因素在於每個人的學習偏好有所不同，進而對其學習成效造成不同的影響。因此本研究探討認知風格與數位教材導覽方式對學習的影響。共計118位國小學童分為兩組接受循序導覽或自由點選的能源教育數位教材學習，先以自陳式認知風格量表來區分直覺型與分析型的學習者，再施以前測，進行能源教育數位教材學習後，以總結性評量測驗學習成效。實驗結果顯示分析型的學生在能源教育數位教材的學習成效顯著高於直覺型的學生；而接受循序導覽模式的學生與自由點選模式的學生之間的學習成效沒有顯著差異；至於認知風格與數位教材導覽方式之間的交互作用並不顯著，不過當教材導覽方式符合學習者偏好時，其後測的評量分數較高。未來可記錄學習者的學習路徑與學習時間，探討是否具有相關通則可循，還是具有差異性，都值得深入研究。

As digital learning modes evolve, the issue of adaptive learning is being valued increasingly. The key factor is that different learning preferences affected learners' performance. Therefore, this study investigates the impact of digital content navigation and cognitive style on learning for elementary school students. A total of 118 elementary school students divided into two groups participated in E-learning The students were categorized as intuitive or analytic learners by cognitive style index, perform engery education E-Learning by group of sequential and free selection navigation mode respectively. Finally, a comprehensive assessment was used to evaluate learning performance.The results showed that the learning performance of analytic students toward energy education digital content was significantly higher than that of intuitive students, and no mater students use sequential or free selection navigation mode have no significant difference on performance. However, when the studnets used navigation mode which fits their cognitive styles get higer test score.