本研究主要是探討在情境學習環境中，認知風格與媒體特性對學習者在數學學習成就與學習態度上的影響。擬以１０５位國小五年級學童為施測樣本，區分為實驗組(影片組vs.書本組)和控制組(不作任何處理)。資料分析採３(組別)×２(認知風格)×２(媒體特性)多因子變異數分析法；依變數為數學學習成就與學習態度。本研究期盼能在不同認知風格的學生中，找出兼顧學習成果及成本效益之情境學習方式的呈現媒體，並提供教育界作為發展情境教學設計之參考。 The purpose of this study is to examine the effects of learners' cognitive styles and media attributes on students' mathematical achievement and attitude in situated learning environment. One hundred and five 5-th graders will be used in this study. They are random by divided into 2 experimental groups (video vs. text book) and control group (no treatment). Data will be analyzed by３(groups)×２(cognitive styles)×２(media attributes) MANOVA. The dependent variables are mathematical achievement and attitudes. This study will make contributes to computer-assisted instructional design in situated learning environment.
Relation:
第六屆國際電腦輔助教學研討會學生論文集=Proceedings of the Sixth International Conference on Computer-Assisted Instruction，頁137-142
