行動學習與虛擬導覽教學模式對國中生認知負荷與學習成效影響之研究

The Effect of Mobile Learning and Virtual Tour Instructional Models on Cognitive Load and Learning Effectiveness of Junior High School Students

本研究旨在運用一個以QR code為基礎的行動學習系統，建構一個讓國中生能在校園中進行「校園可食植物」課程學習的環境，國中生可透過平板電腦掃描QR Codes進行個別化與情境化的行動學習，並進行認知負荷感受調查與學習效益評估。本研究採用準實驗設計法，研究對象分為三組，分別為實驗組A（行動學習組23人）、實驗組B（虛擬導覽組24人）、對照組（校園導覽組23人）。本研究蒐集與分析量化資料，包含在教學活動前施測校園植物科學知識測驗前測，實施兩週共四節課的教學活動後，施測認知負荷感受調查（含「心智負荷」和「心智努力」）後測與校園植物科學知識測驗後測。研究結果發現，在「認知負荷總量」與「心智努力」感受上，行動學習組均顯著高於校園導覽組與虛擬導覽組，而校園導覽組與虛擬導覽組之間則無顯著差異，在「心智負荷」感受上，三組間皆無顯著差異。在「學習效益」上，以行動學習組學習效益最佳，其餘依序為校園導覽組與虛擬導覽組。另外，學習者在不同「教學模式設計」與不同程度的「認知負荷」對學習成就表現無顯著交互作用，但「教學模式設計」的主要效果項具顯著差異。本研究也提出行動學習、認知負荷與學習效益的相關建議。

This study investigated the effectiveness of a QR code-based mobile learning system in engaging students in a personalized, situated mobile learning environment for a lesson on campus edible plants. The participants were three classes of seventh grade students from a middle school in Taiwan. This study employed a quasi-experimental design. One class received materials by scanning a QR code with the help of a tablet (Experimental group A; n = 23), one class underwent a virtual tour (Experimental group B; n = 24), and one class underwent an in-person campus tour (Control group; n = 23). The students’posttest responses to a cognitive load perspective survey (on mental load and mental effort) and pretest and posttest scores on a plant knowledge test were analyzed. The results confirm the effectiveness of mobile learning. The mobile learning group significantly outperformed the other groups in terms of total cognitive load and mental effort; no significant difference was observed between the in-person campus tour and virtual tour groups. Furthermore, no significant difference in mental load was observed among the three groups. The largest improvement in PKT scores was observed in the mobile learning group, followed by those in the in-person campus tour and virtual tour groups. However, the design of different instructional models and the cognitive load level of learners had no significant interaction effect on learning effectiveness. A significant difference was observed in the main effect of different instructional models. This study provides suggestions for research on mobile learning, cognitive load, and learning effectiveness.