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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/101618

    Title: 在心智地圖教學環境中認知負荷、學習動機對學習成效影響之研究 : 以EXCEL2010教材為例
    Other Titles: Effects of learning motivation and cognitive load theory on learning performance in mind map environment : a case study of teaching Excel 2010
    Authors: 陳韋翰;Chen, Wei-Han
    Contributors: 淡江大學資訊管理學系碩士班
    楊明玉;Yang, Ming-Yu
    Keywords: 心智地圖;認知負荷;學習動機;學習成效;mindmap;Cognitive load;Learning Motivation;learning performance
    Date: 2014
    Issue Date: 2015-05-01 16:12:16 (UTC+8)
    Abstract: 近年來,隨著網際網路的普及,透過網路進行數位學習已成為重要的學習方式,而學習者在進行數位學習時,若教材設計不良,容易造成學習者額外的認知負荷,並使學生失去學習動機,導致成效不佳,故在進行數位教學時,教材設計為需要考量的重要因素。
    In recent years, with the popularity of the Internet, E-learning through Internet has become an important way of learning. When learners learning from Internet, learners may have additional cognitive load or lose Learning Motivation if teaching materials aren’t designed well. Therefore, teaching materials has been an important factors needed to be considered in E-learning.
    Currently the Internet has diverse presentation of teaching materials, among these diverse method, mind map can show the full architecture of knowledge that can help learner improve learning performance. This research will design the own Mind Map as teaching material, consider student’s learning motivation and learning motivation these two factors, to study the influence of learning motivation and the cognitive load theory by experiment method. And distinguish the learners into high and low achievers by pre-test scores, to study their different performance in cognitive load and learning performance. The research findings are following:
    1. The dimension “extrinsic goal orientation” and “task value” of motivation was significantly positive related to students’ cognitive load.
    2. The dimension “extrinsic goal orientation” and “task value” of motivation was significantly positive related to students’ learning performance.
    3. The dimension “expectancy for success” of motivation was significantly positive related to students’ learning performance.
    4. Low achievers have lower cognitive load when use mind map as teaching materials and have significant improved after learning.
    Appears in Collections:[資訊管理學系暨研究所] 學位論文

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