學習者思考風格對其情境定錨與註記行為的影響

The Impacts of Thinking-Style on Context Anchor and Learning Strategies

本研究探討學生在一個情境學習環境中自訂錨點、附加註記的行為，以及該行為與學習者思考風格之間的關係。我們設計一個網頁程式建置學習系統，提供包含認知、情意節點之影片素材。學習者在觀賞過程中可隨時停止加以註記，而留下「錨點」，形成有意義的認知軌跡。另外，由教師於影片中先預設幾個認知錨點，觀察不同思考風格的學習者對於引導錨點有何不同的觀賞策略。本研究結果顯示學生之思考風格與其錨點註記行為具有顯著相關，且不同思考風格的學生對於錨點類型各有所鍾。然而，不同思考風格的學生在引導學習模式下的學習策略並無呈現顯著差異。

This research designed a web-based learning system that provides video materials embedded with cognitive and affective anchors. During the learning process， learners can pause the video at any time and leave anchors that would shape a meaningful cognitive orbit. This experiment is to find out whether learners of different thinking-styles will focus on different kinds of anchors， and then to analyze the relationship between thinking styles and anchoring behaviors. In addition， we provided students with a guide-mode video containing several anchors preserved by the teacher. This experiment is to observe what kind of learning strategies will be taken by different thinking-style learners. The research results show that the relationship between learners' thinking style and the behavior of noting anchors is obvious. Students of different thinking-styles are interested in some critical anchor types. However， there are no differences between thinking style and learning strategy in guide-mode learning.