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Author: 雷浩
Lei, Hao
Thesis Title: 於無所不在學習環境下媒體呈現方式對英語聽力與認知負荷之影響
The Effect of Media Presentation on English Listening Comprehension and Cognitive Load in the Ubiquitous Learning Environment
Advisor: 張基成
Chang, Chi-Cheng
Degree: 碩士
Master
Department: 科技應用與人力資源發展學系
Department of Technology Application and Human Resource Development
Thesis Publication Year: 2010
Academic Year: 98
Language: 中文
Number of pages: 58
Keywords (in Chinese): 無所不在學習媒體呈現英語聽力認知負荷
Keywords (in English): Ubiquitous Learning, Media Presentation, English Listening Comprehension, Cognitive Load
Thesis Type: Academic thesis/ dissertation
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  • 本研究目的旨在探討在無所不在學習環境下媒體呈現方式對英語聽力與認知負荷是否有顯著影響,並了解學習者對無所不在學習之感受。實驗對象為大學一至四年級應用外語系學生共162人,其中82人為單碼組;80人為雙碼組。單碼組只接收聲音訊息;雙碼組則同時接收聲音與文字訊息。研究結果顯示:
    一、文字的加入對於學習者英語聽力學習成效有顯著提升作用,並能有效的降低認知負荷。
    二、英語聽力理解力較高的學習者,認知負荷較低;英語聽力理解力較低的學習者,認知負荷較高。
    三、文字的加入雖能暫時提升學習者英語聽力的學習成效,但不利於長期記憶之基模自動化建構。

    The present study aimed to examine the effect of media presentation on English listening comprehension and cognitive load in the ubiquitous learning environment. Learners’ attitudes toward ubiquitous learning were also investigated in the study. Participants were 162 university students majoring in Applied Foreign Languages and were randomly assigned to either single mode group (82 students) or dual mode group (80 students). Students in the single-mode group received spoken messages only, whereas students in the dual-mode group received spoken messages and caption simultaneously. The result revealed that:
    (1) Caption significantly enhanced English listening comprehension and effectively decreased cognitive load.
    (2) Learners with better English listening comprehension had lower cognitive load, whereas learners with worse English listening comprehension had higher cognitive load.
    (3) Caption was positive to English listening comprehension, but negative to schema automation in long-term memory.

    謝 誌 i 中文摘要 ii 英文摘要 iii 目 錄 iv 表 次 vi 圖 次 vii 第一章 緒論 1 第一節 研究背景與動機 1 第二節 研究問題與目的 2 第三節 研究範圍 3 第四節 研究限制 4 第二章 文獻探討 5 第一節 英語聽力學習 5 第二節 無所不在學習 5 第三節 訊息處理理論 7 第四節 認知負荷理論 9 第三章 研究方法 15 第一節 研究對象 15 第二節 研究設計 15 第三節 研究工具 18 第四節 實驗程序 23 第四章 研究結果與討論 26 第一節 樣本之資料處理 26 第二節 媒體呈現方式對英語聽力與認知負荷之影響 26 第三節 英語聽力與認知負荷之相關性 29 第四節 媒體呈現方式對延伸英語聽力與延伸認知負荷之影響 29 第五節 延伸英語聽力與延伸認知負荷之相關性 32 第六節 綜合討論 32 第五章 結論與建議 34 第一節 研究結論 34 第二節 研究建議 35 參考文獻 38 一、中文部份 38 二、外文部份 38 附 錄 44 附錄一 英語聽力教材與聽力測驗 45 附錄二 認知負荷量表 51 附錄三 聽力測驗之項目分析 52 附錄四 延伸聽力測驗之項目分析 53 附錄五 認知負荷量表之項目分析 54 附錄六 認知負荷量表之因素分析 55 附錄七 關鍵字教學 56

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