認知負荷對多媒體電腦輔助學習成效之影響研究

A Study on the Impacts of Cognitive Load on Multimedia Learning

近年來數位化技術的發展讓多媒體輔助學習蔚為風潮，琳瑯滿目的多媒體系統學習光碟，以及各式各樣的多媒體輔助教材不斷地推陳出新，在在都顯示了教材設計者整合文字、圖片、聲音、及動畫等資訊呈現方式，以求產生炫麗的聲光效果，期能提升學習者之學習成效的苦心。然而，多媒體的組合真的能產生較佳的學習成效嗎？相關的研究卻未能穫得一致性的結論。是故，本研究由認知學習觀點的角度來探討認知負荷對多媒體電腦輔助學習的影響，研究結果發現，若多媒體資訊的使用集中在單一感官刺激時，則過於豐富的媒體組合反而會造成學習者認知上的負擔，進而損害了其學習效果。

Computers and related information technologies have blended data, images, and sound；and store them in various multimedia computers that can process all of them with equal ease. This trend is recasting the practice of computer-aided instruction, providing powerful new capabilities to help instructors integrate words, sounds, pictures, and both live and animated video to produce lessons that capture students’ imaginations and improve their performance. However, a review of the literature indicates that an intricately choreographed relationship exists between multimedia computer-aided instructions and their effects on performance. Therefore, this research aims to study the impact of cognitive load on multimedia learning. The findings of this research point out that the richness of multimedia information can sometimes do more harms than benefit if they put too many burdens on the learners.