| 英文摘要 |
This study employed three units, 'Air and Combustion,''Heat Effects on Substances,' and 'Healthy Diet' from the Science Education Website set up by the Ministry of Education (Tainan, Taiwan) to assist students'learning. This multifunctional website offers teaching resources, interesting experiments, inquiry experiments, virtual animations, multi-assessments, and supplementary materials, all of which are highly interactive and simulative. Cognitive Load Theory was adopted in this study to investigate the influences on learning achievement under distinct multimedia combinations and learner-controlled modes. The sampled subjects in this study were six classes of fifth graders (n＝192). Our findings were: (1) Learner-controlled modes were significantly influential; (2) Multimedia combination forms also had obvious influences on learning effects, with the 'animation + narration' group identified as performing evidently better than the 'animation + subtitles' group. That is, even though the animated subject matter was broken down under the Segmentation Principle, multimedia combination forms still had an influence on learning achievement, indicating that the modality effect always exists. In conclusion, inappropriate A/V combination may interfere with learning, and more functions and information input do not guarantee better learning effects. |
本站僅提供期刊文獻檢索。
