逐步引導注意力之多媒體教學設計對圓切線性質學習之成效研究

The Effects of Using Stepwise Attention-Guiding Multimedia Instruction to Learn Properties of Tangents to Circles

本研究旨在探討逐步引導注意力的多媒體教學設計對國中生數學學習的影響，並選取了資訊量較複雜的幾何之圓切線性質概念為教學內容，藉著適當引導學生注意圖形的重要元素，使資訊在工作記憶區能與先備知識進行有效的整合。本研究的參與者是116位新竹縣某國中來自四個班級的八年級學生，採二因子準實驗設計以探究不同的教學設計（高元素互動vs低元素互動）與不同的學習成就（高vs低）對國中生在圓切線性質學習之影響。研究結果發現使用低元素互動教材學習的學生，後測及延後測均有較好的表現，學習效率及投入都達到較高效能的水平。高學習成就的學生如預期般表現優於低學習成就的學生，說明在擁有穩固先備知識的基礎下，逐步引導注意力的設計讓被接收的資訊作更有效的整合。因此，元素互動量在教學多媒體設計中是重要的考量因素之一，其對數學教學設計與學習的遷移及保留效果值得在未來進行更深入的的探討。

The purpose of this study was to explore the effects of using stepwise attention-guiding multimedia instruction on mathematics learning abilities of junior high school students. The topic ＂Properties of tangents to circles＂ was chosen as the learning content for this experiment because it involved complex information. By guiding students to observe the key elements in a geometric graph, the information in their working memory was expected to integrate effectively with prior knowledge. The participants were 116 eighth grade students from four classes in a public junior high school of Hsinchu County, Taiwan. This study adopted a quasi-experimental design of pretest and posttests with nonequivalent groups. Students were randomly divided based on the kind of instruction used into the high element interactivity group and the low element interactivity group. A two-way factorial analysis of covariance was adopted to compare the impact of the teaching materials design (high element interactivity vs. low element interactivity) and students' academic achievement (high vs. low) on learning outcomes. The results showed that the students who used the instruction with low element interactivity showed significantly better performance than those who used the instructional version with high element interactivity on both the posttest and the delayed posttest. Students were attained a higher level of efficacy in both learning efficiency and involvement. As expected, students with a high level of academic achievement demonstrated a better performance than those with lower levels. The design using guided attention led to an effective integration of external information in the working memory of students who had enough prior experience. Hence, element interactivity was a key factor in the multimedia-based instructional design. The transfer and retention effects of the instructional design of element interactivity should be further examined in the future.