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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/51502

    Title: 多媒體呈現原則對不同學習風格者訊息處理及學習成效之影響
    Other Titles: The effects of multimedia presentation principles and learning styles on information processing and learning performance
    Authors: 顧潔心;Ku, Chieh-hein
    Contributors: 淡江大學教育科技學系碩士班
    Keywords: 多媒體;多媒體呈現原則;學習風格;multimedia;multimedia principle;Learning style
    Date: 2010
    Issue Date: 2010-09-23 15:22:01 (UTC+8)
    Abstract: 本研究旨在瞭解多媒體的特質在數位教材中呈現的方式,以及不同學習風格者在學習過程中的特性與偏好,並深入探討多媒體呈現原則對不同學習風格學習者的訊息處理以及學習成效的影響。
    研究結果發現:1. 學習者在學習風格中的感官面向明顯傾向「圖像視覺型」。2. 「線性步驟式多媒體教材」與「隨機未連結式多媒體教材」對學習者之學習成效無顯著影響。3. 圖像視覺型與口語聽覺型學習者對非依循接近原則之學習成效較依循接近原則高。4. 圖像視覺型與口語聽覺型學習者對非依循形式原則之學習成效較依循形式原則高。5. 圖像視覺型與口語聽覺型學習者對非依循連貫性原則之學習成效較依循連貫性原則高。
    The main purpose of this study is to investigate the characteristics and preferences of learners with different learning styles, how plentifully flexible specialty multimedia display in digital materials, and to probe into the correlation between the study style and the display of multimedia.
    In this study, the learners are measured the learning styles and prior knowledge to understand the distribution of learner’s learning style and to exclude the learners who have the prior knowledge, then choose the learners by purposive sampling Felder-Silverman''s learning styles among the "Visual" and "Verbal" target, totally 46 learners join the experiments.
    Two multimedia teaching materials for the "linear multimedia teaching material" and "non-linear multimedia teaching materials" were designed to understand if the "Learning Understanding," the "Sequential" and "Global" learners that use learning materials which are consistent with their thinking are more conducive to their learning.
    The content of the learning materials is about “Lyme disease”, which is a rare disease in Taiwan. There are six main units is the course: the Symptoms, Causes, Tick borne co-infections, Prevention, Treatment, and History. Each unit was designed according to Clark and Mayer''s multimedia principles presentation, “Contiguity Principle”, “Modality Principle”, and “Coherence Principle”. The “Symptoms” unit is in accordance with the Contiguity Principle, the “Cause” unit is not in accordance with the Contiguity Principle, the “Tick borne co-infections” unit is to follow the Modality Principle, the “Prevention” unit is not in accordance with the Modality Principle, the “Treatment” unit is in accordance with the Coherence Principle, and the "History" unit is not in accordance with the Coherence Principle.
    After the course, the learners have to do the learning effectiveness and learning satisfaction test, and use the feedback to understand the effect of this material and learners’ satisfaction for this material.
    The results shows: 1. Learners in the learning style of the sensory clearly tendency for the "Visual." 2. The learners learning performances don’t have significant effects between "Linear steps multimedia teaching materials" and "multimedia teaching materials were not linked". 3. Visual and Verbal type of learners who use non-follow Contiguity Principle their learning performances are higher than others. 4. Visual and Verbal learners to non-follow the form of Modality Principle in accordance with Modality Principle than the high. 5. Visual and Verbal learners to non-follow Coherence Principle than in accordance with Coherence Principle of the high.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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