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

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Please use this identifier to cite or link to this item: https://tkuir.lib.tku.edu.tw/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。目前網路教學教材有多元呈現方式，其中以圖像教材中的心智地圖能夠呈現完整知識架構，能夠有效幫助學習者提升學習成效，本研究將以自行設計的心智地圖做為教材，考量學習動機與認知負荷兩因素，透過準實驗設計法來探討其對學習成效之影響，並以前測成績將學習者區分為高低成就者，探討其在認知負荷及學習成效表現之差異，結果如下：一、學習動機中的外在目標導向與工作價值兩面向與認知負荷有顯著正相關。二、學習動機中外在目標導向與工作價值兩面向與學習成效有顯著正相關。三、認知負荷中的心智負荷面向和學習成果具有因果關係，即學習過程中，若教材對於學生造成的心智負荷越低，學習成果將愈好。四、低成就者比起高成就者在使用心智地圖學習過程中感受到較低的認知負荷，並且在學習前後成績上有顯著的進步。 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:	[Graduate Institute & Department of Information Management] Thesis

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