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    題名: 多媒體影音教材之學習注意力引導對於提升學習成效的影響研究
    A Study on Assessing the Effects of Video Lectures with Attention Guidance on Enhancing Learning Performance
    作者: 蘇欣欣
    Su, Hsin Hsin
    貢獻者: 陳志銘
    Chen, Chih Ming
    蘇欣欣
    Su, Hsin Hsin
    關鍵詞: 注意力引導
    學習成效
    記憶保留
    腦波儀
    眼動儀
    attention guidance
    learning effectiveness
    memory retention
    electroencephalography
    eye tracker
    日期: 2013
    上傳時間: 2014-08-06 11:44:43 (UTC+8)
    摘要: 近幾年來隨著資訊與通訊科技的快速發展，教與學的模式已經產生了巨大的轉變，課程教材的設計也從單純的紙本教材，演變出結合文字、圖片、聲音與動畫的多媒體教材，然而多媒體教材中多元的多媒體元素，若沒有設計有效的注意力引導，容易引發學習者的注意力分散，並且不容易掌握學習重點。過去研究指出，注意力為影響學習成效的關鍵因素之一，如果教師在設計多媒體教材時能掌握容易引發學生注意力發散，以及需要花費較長視覺凝視時間的內容並予以提示，教導學生把握關鍵的線索與重點，就能改善學生的學習狀況，並提升其學習成效。因此，如何引導學生在利用多媒體影音教材進行自主學習的持續注意力，是一個非常值得探討的研究議題。
    　　本研究隨機將研究對象分派為採用教師主觀決定(實驗組一)、基於腦波儀與眼動儀客觀決定(實驗組二)、以及不採用注意力引導(控制組)的多媒體影音教材進行自主學習的三組學習者，以了解三組學習者及三組不同性別學習者之持續注意力、學習成效與記憶保留是否具有顯著的差異，以及其持續注意力與學習成效是否具有顯著的關聯。
    　　研究結果顯示，在三組研究對象之學習者具有相同背景知識的前提下，兩組實驗組學習者之學習成效、記憶保留與持續注意力均明顯優於控制組學習者，但是實驗組一與實驗組二學習者之學習成效、記憶保留與持續注意力並無顯著差異；三組學習者之學習持續注意力與學習成效均具有顯著的正相關，並且實驗組二學習者的學習成效與持續注意力相關度高於其他兩組學習者。而女性學習者接受兩種不同注意力引導之多媒體影音教材進行學習之學習成效與記憶保留均優於男性學習者。
    The rapid development of information and communication technologies in recent years has largely changed the teaching and learning model; and, the design of teaching materials has also evolved from purely paper-based materials into multimedia materials integrated with texts, pictures, sound, and animation. Nonetheless, without effective attention guiding, the diversified multimedia elements in multimedia materials would likely induce distraction of learners and not giving priority to the key points of learning. The past research pointed out attention as a key factor in learning effectiveness; when a teacher could pay attention to the contents which could easily induce students’ distraction and require longer time for visual stare and design multimedia materials for hints to teach the students give priority to key clues and points, students’ learning conditions would be improved and the learning effectiveness would be enhanced. For this reason, it is worth exploring how to guide students retaining the attention in the autonomic learning by utilizing multimedia materials.
    The research participants are randomly divided into three groups of learners with the teacher subjectively deciding the multimedia materials (Experiment 1), objectively deciding the multimedia materials based on electroencephalography and eye trackers (Experiment 2), and not applying attention guiding multimedia materials (control group). It tends to understand the differences among the three groups of learners and the learners with different genders in continuous attention, learning effectiveness, and memory retention as well as the correlations between continuous attention and learning effectiveness.
    The research results show that, under the premise of the learners in the three groups with the same background knowledge, the two experimental groups present superior learning effectiveness, memory retention, and continuous attention than the control group, Experiment 1 does not reveal remarkable differences in learning effectiveness, memory retention, and continuous attention from Experiment 2, continuous attention and learning effectiveness of the three groups appear notably positive correlations, and Experiment 2 shows higher correlations between learning effectiveness and continuous attention than the other two groups. On the other hand, female learners receiving two different attention guiding multimedia materials outperform male learners on learning effectiveness and memory retention.
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    【英文文獻】
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    描述: 碩士
    國立政治大學
    圖書資訊學數位碩士在職專班
    101913017
    102
    資料來源: http://thesis.lib.nccu.edu.tw/record/#G0101913017
    資料類型: thesis
    顯示於類別:[圖書資訊與檔案學研究所] 學位論文

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