國立臺灣師範大學博碩士論文全文系統

簡易檢索 / 詳目顯示

回結果列表

研究生：	楊淇 Chyi Yang
論文名稱：	探究動畫為主的遺傳學課程對學生認知負荷與學習成效之影響 Exploring the Impact of Animation-based Genetic Instruction on Students' Perceived Cognitive Load and Learning Outcomes
指導教授：	張俊彥 Chang, Chun-Yen
學位類別：	碩士 Master
系所名稱：	科學教育研究所 Graduate Institute of Science Education
論文出版年：	2011
畢業學年度：	99
語文別：	英文
論文頁數：	79
中文關鍵詞：	動畫、學習者自我控制、認知負荷
英文關鍵詞：	Animation, Learner-control, Cognitive load
論文種類：	學術論文
相關次數：	點閱：150 下載：29
分享至:	分享至facebook 分享至twitter

查詢本校圖書館目錄查詢臺灣博碩士論文知識加值系統勘誤回報

本研究主要目的為探究動畫為主的遺傳學課程對學生認知負荷與學習成效之影響。動畫課程的內容以遺傳學中的三個抽象概念為主，動畫設計根據認知負荷理論中能降低學習者在學習過程中產生之認知負荷的原則，欲透過動畫課程來提升學習者之學習成效。受試者為台灣北部地區279位七年級學生以隨機分組方式分為三組接受不同型式之遺傳學課程，其中97位學生參與靜態圖片的遺傳學課程，93位學生參與自控程度高的動畫遺傳學課程，89位學生參與自控程度低的動畫遺傳學課程。學生的學習成效以遺傳學概念測驗、遺傳學課程認知負荷自評量表、對生物學的態度量表與結構性訪談進行評量。研究結果指出：(1)提供學習者調控動畫撥放的拖曳軸能夠藉由提升學習者在動畫撥放的自我控制程度來有效降低學習者的認知負荷。(2)自控程度高的動畫課程組之學習者在遺傳學概念測驗的問答題中表現較靜態圖片組與自控程度低的動畫組好。(3)學習者感受到的認知負荷與學習成效呈現負相關。

The aim of this study was to develop an animation-based curriculum and to evaluate the effectiveness of animation-based instruction. The curriculum was designed in certain principles considered cognitive load theory for reducing perceived cognitive load and improving learning. The curriculum was comprised of three subunits to teach the abstract concepts of genetics. There were 279 participants consisted of 7th grade junior high school students. 97 students participated in traditional instruction with static graphic (SGI group), 93 students participated in animation-based instruction with high control degree (AHC group), and 89 were assigned to receive animation-based instruction with low control degree (ALC group). The effectiveness of the instruction was evaluated by the Genetic Concept Test (GCT test), a self-rating Genetic Curriculum Cognitive Load Questionnaire (GCCLQ), an Attitudes Toward Biology Scale (ATBS), as well as a structure interview. The results indicated that: (1) Students’ perceived cognitive load was reduced effectively through improving their self-controlled ability of animation by providing scrollbar. (2) Students of AHC group have better performance in an open-ended question of GCT test than SGI group. Furthermore, students’ perceived cognitive load was negatively associated with their learning outcomes.

1.Introduction 1
2.Methodology 15
2.1Participants 15
2.2Instruments 15
2.2.1Self designed animation-based genetic instructional tool 15
2.2.2Self-rating measurement of cognitive load 27
2.2.3Assessment of learning outcomes 30
2.2.4Assessment of attitude toward biology 33
2.3Experimental design 34
2.4Data analysis 36
3.Results 37
3.1Analyses of the cognitive load and learning performance37
3.2Analyses of the attitude toward biology 41
3.3Learner control ability 42
4.Disscussion 43
Acknowledgments 46
References 47
Appendix I 53
Appendix II 64
Appendix Ⅲ 65
Appendix Ⅳ 72

List of Tables

Table 1. Types of cognitive load and the principles relevant to animation instructional design 10
Table 2. Factor analysis of self-rating Genetic Curriculum Cognitive Load Questionnaire (GCCLQ) 29
Table 3. Comparison of the Effect of Learners’ Perceived Cognitive Load in learning, Attitude toward Biology and Genetic Conception Learning Outcomes between Static Graphic Instruction (SGI), Animation-based instruction with Low learner control degree (ALC), and Animation-based instruction with High leaner control degree (AHC) groups 38
Table 4. Bivariate Pearson’s Correlation between GCT scores and Cognitive load 40
Table 5. Bivariate Pearson’s Correlation between Cognitive Load and Attitude Toward Biology 41

List of Figures

Figure 1. Entrance map of animation-based genetic curriculum 16
Figure 2. Modality effect, Redundancy effect, and Spit-attention effect 19
Figure 3. Spatiality and temporal contiguity 19
Figure 4. Pre-training effect 22
Figure 5. Signaling effect 23
Figure 6. The genetic curriculum of static graphic instruction (SGI) group 24
Figure 7. Compare the learner control mode of ALC and AHC groups 26
Figure 8. The research procedures and overall architecture of the study 35
                                

Albaladejoa, C., & Lucasb, A. M. (1988). Pupils' meanings for 'mutation' Journal of Biological Education, 22(3), 215-219.
Bahar, M., Johnstonea, A. H., & Hansella, M. H. (1999). Revisiting learning difficulties in biology. Journal of Biological Education, 33(2), 84-86.
Banet, E., & Ayuso, E. (2000). Teaching Genetics at Secondary School:A Strategy for Teaching about the Location of Inheritance Information. Science Education, 84, 313-351.
Baneta, E., & Ayusoa, G. E. (1995). Teaching of biological inheritance and evolution of living beings in secondary school International Journal of Science Education, 25(3), 373-407.
Brown, C. R. (1990). Some misconceptions in meiosis shown by students responding to an Advanced level practical examination question in biology. Journal of Biological Education, 24(3), 182-186.
Browning, M. E., & Lehman, J. D. (2006). Identification of student misconceptions in genetics problem solving via computer program. Journal of Research in Science Teaching, 25(9), 747-761.
Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognitive and Instruction, 8(4), 293-332.
Chang, C. C., & Yang, F. Y. (2010). Exploring the cognitive loads of high-school students as they learn concepts in web-based envrionments. Computers & Education, 55, 673-680.
Cho, H.-H., Kahle, J. B., & Nordland, F. H. (2006). An investigation of high school biology textbooks as sources of misconceptions and difficulties in genetics and some suggestions for teaching genetics. Science Education, 69(5), 707-719.
Cook, M. P. (2006). Visual representations in science education: The influence of prior knowledge and cognitive load theory on instructional design principles. Science Education, 90(6), 1073-1091.
Cooper, D. G. (1998). Research into Cognitive Load Theory and Instructional Design at UNSW.
Goldman, S. R. (2003). Learning in complex domains: when and why do multiple representations help? Learning and Instruction, 13(2), 239-244.
Hasler, B. S., Kersten, B., & Sweller, J. (2007). Learner control, cognitive load and instructional animation. Applied Cognitive Psychology, 21, 713-729.
Johnstone, A. H., & Mahmoud, N. A. (1980). Isolating Topics of High Perceived Difficulty in School Biology. Journal of Biological Education, 14(2), 163-166.
Large, A., Beheshti, J., Breuleux, A., & Renaud, A. (1996). Effect of animation in enhancing descriptive and procedural texts in a multimedia learning environment. Journal of the American Society for Information Science, 47(6), 437-448.
Lorch, R. F. (1989). Text-signaling devices and their effects on reading and memory processes. Educational Psychology Review, 1(3), 209-234.
Marbach-Ad, G., Rotbain, Y., & Stavy, R. (2008). Using computer animation and illustration activities to improve high school students' achievement in molecular genetics. Journal of Research in Science Teaching, 45(3), 273-292.
Mayer, R. E. (2001). Multimedia Learning. New York: Cambridge University Press
Mayer, R. E. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43-52.
Mayer, R. E., & Chandler, P. (2001). When learning is Just a click away: Does simple user interaction foster deeper understanding of multimedia messages? Journal of Education Psychology, 93, 390-397.
Merriënboer, J. J. G. v., & Sweller, J. (2005). Cognitive load theory and complex learning: recent developments and future directions. Educational Psychologist Review, 17(2), 147-177.
Moore, J. M., Mertens, T. R., Hendrix, J. R., & Henriksen, L. W. (1992). Can using human examples facilitate learning mendelian genetics concepts? School Science and Mathematics, 92(5), 273-277.
Moreno, R., & Mayer, R. E. (2002). Verbal Redundancy in Multimedia Learning: When Reading Helps Listening. Journal of Educational Psychology, 94(1), 156-163.
Moreno, R., & Valdez, A. (2005). Cognitive load and learning effects of having students organize pictures and words in multimedia environments: The role of student interactivity and feedback Educational Technology Research and Development, 53, 35-45.
Norton, P., & Sprague, D. (2001). Technology for Teaching Needham Heights: Allyn & Bacon.
Paas, F. G. W. C., & Merriënboer, J. J. G. V. (1994). Instructional control of cognitive load in the training of complex cognitive tasks Educational Psychology Review, 6(4), 51-71.
Park, O., & Hopkins, R. (1993). Instructional conditions for using dynamic visual displays: a review Instructional Science, 21(6), 427-449.
Pearson, J. T., & Hughes, W. J. (1986a). Designing an A-level genetics course: I, Identifying the necessary concepts and considering their relationships. Journal of Biological Education, 20(1), 47-55.
Pearson, J. T., & Hughes, W. J. (1986b). Designing an A-level Genetics course: II Sequencing the material and developing a strategy for teaching and assessment. Journal of Biological Education, 20(2), 133-137.
Pollock, E., Chandler, P., & Sweller, J. (2002). Assimilating Complex Information. Learning and Instruction, 12(1), 61-86.
Reimann, P. (2003). Multimedia learning: beyond modality. Learning and Instruction, 13(2), 245-252.
Schultheis, H., & Jameson, A. (2008). Assessing cognitive load in adaptive hypermedia systems: physiological and behavioral methods (Vol. 3137). Berlin: Springer.
Stewart, J., Hafner, B., & Dale, M. (1990). Students' alternative views of meiosis. The American Biology Teacher, 52(4), 228-232.
Sweller, J. (1994). Cognitive load theory, learning difficulty and instructional design. Leaning and Instruction, 4(295-312).
Sweller, J. (1999). Instructional Design in Technical Areas. Camberwell, Australia: Australian Council for Educational.
Sweller, J. (2005). Implications of cognitive load theory for multimedia learning. In R. E. Mayer (Ed.), Cambridge handbook of multimedia learning (pp. 19-30). NY: Cambridge University Press.
Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive Load Theory: Springer-Verlag New York Inc.
Sweller, J., Merrienboer, J. J. G. v., & Paas, F. G. W. C. (1998). Cognitive Architecture and Instructional Design Educational Psychologisy Review, 10(3), 251-285.
Tabbers, H. K., Martens, R. L., & van Merrienboer, J. J. G. (2004). Multimedia instructions and cognitive load theory: Effects of modality and cueing. British Journal of Educational Psychology, 74, 71-81.
Tsui, C. Y., & Treagust, D. F. (2001). Teaching and learning reasoning in genetics with multiple external representations. Paper presented at the AARE 2001 Conference.
Williamson, V. M., & Abraham, M. R. (1995). The effects of computer animation on the particulate mental models of college chemistry students. Journal of Research in Science Teaching, 32(5), 521-534.

簡易檢索 / 詳目顯示

相關論文