多維式概念圖融入共同學習法混成學習之研究

A Study on Blended Learning of Using Multidimensional Concept Map and Learning Together

如何有意義的學習，是教育中最重要的議題。在網際網路環繞的時代，人類已和它密不可分，透過網際網路將各世代相連，進行有意義的學習，因此數位學習成為目前主流模式。而近幾年，混成學習也逐漸成為教育研究的核心策略，將不同學習方式進行結合，形成多元的學習管道，提升學習者的學習意願及學習成效。本研究旨在探討多維式概念圖融入共同學習法對於學習者的學習成效、學習動機、學習滿意度及認知負荷之影響。本研究採用準實驗法，以高中職計算機概論中「影像處理軟體」章節為學習內容，實驗對象為高中職二年級學生，以班級為單位分為控制組與實驗組，並隨機分配不同學習方式，兩組皆採用多維式概念圖為學習工具，控制組為多維式概念圖之個別學習法；實驗組為多維式概念圖融入共同學習法，進行實驗並比較其結果。研究結果顯示，多維式概念圖融入共同學習法有助於提升學習成效、學習動機、學習滿意度，而此兩組對於認知負荷皆沒有顯著差異。故將多維式概念圖融入共同學習法可以達到有效的學習。

How to learn meaningfully is the most significant issue of education. In the present, internet saturates human's life. It links different generations together and helps them to learn meaningfully. Thus, digital learning has become a mainstream learning model. In recent years, blended learning has been a core value in educational research. It combines different learning methods, provides various learning channels and eventually enhances learning motivation and learning effects. The goal of this study was to explore how using both multidimensional concept map and learning together method can influence learners’ learning effects, learning motivation, learning satisfaction and cognitive load. Quasi-experimental design is the main research method in this study. The learning content was based on a chapter, ― Image Processing Software‖, in a textbook, ― Introduction to Computers‖. The textbook was designed for high school students. Subjects were second grade of high school students. Classes were taken as a unit and a unit was divided into an experimental group and a control group. They were randomly assigned to different learning methods. They both used multidimensional concept map but in different ways. Control groups used multidimensional concept map individually. Experimental groups used both multidimensional concept map and learning together method. The results of both groups were compared and analyzed. The results showed using both multidimensional concept map and learning together method was beneficial for improving learning achievement, learning motivation, and learning satisfaction. There was no significant difference between two groups in terms of cognitive load. In conclusion, our research shows that using both multidimensional concept map and learning together method can achieve effective learning.