結合多媒體與概念圖教材設計對認知學習效果之研究：以認知負荷為中介變項   全文下載

Effect of Digital Materials with Combining Multimedia and Concept Maps on Cognitive Learning: A Mediating Effect of Cognitive Load

本研究旨在探究教師使用結合多媒體與概念圖教材進行教學對學生認知學習之影響，並進一步探討認知負荷是否具有中介效果。教學實驗採用準實驗設計，研究對象為中部某大學商學院一年級兩班學生共計114人。資料分析方法採用單因子共變異數分析、Sobel的z檢定及路徑分析。實證結果如下：一、教師使用結合多媒體與概念圖教材進行教學，有助於降低學生認知負荷與提高學生學業成就；二、認知負荷對教師使用結合多媒體與概念圖教材進行教學對學業成就之影響具有中介效果。由本研究獲得的實證結果，建議授課教師可使用結合多媒體與概念圖教材進行教學，以降低學生在學習過程中的認知負荷，並能提高學生的學業成就。

This study has two purposes: First, investigating the effect of teachers teaching using materials with combing multimedia and concept maps on students’ cognitive learnig. Second, examining whether cognitive load has a mediating effect on the relationship between teachers teaching using materials with combing multimedia and concept maps and students’ cognitive achievement. A quasi-experimental design is used and the participants have total 114 from two freshmen classes at the business college of a university in mid Taiwan. Data analysis methods include a one-way analysis of covariance, a Sobel’s z test and a path analysis. The empirical results as follows: 1. Teachers teaching using materials with combining multimedia and concept maps have a positive effect on reducing students’ cognitive load and improving their learning achievement. 2. Cognitive load mediates the effect of teachers teaching using materials with combing multimedia and concept maps on students’ cognitive achievement. Based on the empirical results obtained from this study, we suggest that instructors can use the materials of combination of multimedia and concept map to teach, which can reduce the cognitive load of students in the learning process and hence can improve their academic achievement.