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題名 多媒體影音教材之學習注意力引導對於提升學習成效的影響研究
A Study on Assessing the Effects of Video Lectures with Attention Guidance on Enhancing Learning Performance作者 蘇欣欣
Su, Hsin Hsin貢獻者 陳志銘
Chen, Chih Ming
蘇欣欣
Su, Hsin Hsin關鍵詞 注意力引導
學習成效
記憶保留
腦波儀
眼動儀
attention guidance
learning effectiveness
memory retention
electroencephalography
eye tracker日期 2013 上傳時間 6-八月-2014 11:44:43 (UTC+8) 摘要 近幾年來隨著資訊與通訊科技的快速發展，教與學的模式已經產生了巨大的轉變，課程教材的設計也從單純的紙本教材，演變出結合文字、圖片、聲音與動畫的多媒體教材，然而多媒體教材中多元的多媒體元素，若沒有設計有效的注意力引導，容易引發學習者的注意力分散，並且不容易掌握學習重點。過去研究指出，注意力為影響學習成效的關鍵因素之一，如果教師在設計多媒體教材時能掌握容易引發學生注意力發散，以及需要花費較長視覺凝視時間的內容並予以提示，教導學生把握關鍵的線索與重點，就能改善學生的學習狀況，並提升其學習成效。因此，如何引導學生在利用多媒體影音教材進行自主學習的持續注意力，是一個非常值得探討的研究議題。 本研究隨機將研究對象分派為採用教師主觀決定(實驗組一)、基於腦波儀與眼動儀客觀決定(實驗組二)、以及不採用注意力引導(控制組)的多媒體影音教材進行自主學習的三組學習者，以了解三組學習者及三組不同性別學習者之持續注意力、學習成效與記憶保留是否具有顯著的差異，以及其持續注意力與學習成效是否具有顯著的關聯。 研究結果顯示，在三組研究對象之學習者具有相同背景知識的前提下，兩組實驗組學習者之學習成效、記憶保留與持續注意力均明顯優於控制組學習者，但是實驗組一與實驗組二學習者之學習成效、記憶保留與持續注意力並無顯著差異；三組學習者之學習持續注意力與學習成效均具有顯著的正相關，並且實驗組二學習者的學習成效與持續注意力相關度高於其他兩組學習者。而女性學習者接受兩種不同注意力引導之多媒體影音教材進行學習之學習成效與記憶保留均優於男性學習者。
The rapid development of information and communication technologies in recent years has largely changed the teaching and learning model; and, the design of teaching materials has also evolved from purely paper-based materials into multimedia materials integrated with texts, pictures, sound, and animation. Nonetheless, without effective attention guiding, the diversified multimedia elements in multimedia materials would likely induce distraction of learners and not giving priority to the key points of learning. The past research pointed out attention as a key factor in learning effectiveness; when a teacher could pay attention to the contents which could easily induce students’ distraction and require longer time for visual stare and design multimedia materials for hints to teach the students give priority to key clues and points, students’ learning conditions would be improved and the learning effectiveness would be enhanced. For this reason, it is worth exploring how to guide students retaining the attention in the autonomic learning by utilizing multimedia materials.The research participants are randomly divided into three groups of learners with the teacher subjectively deciding the multimedia materials (Experiment 1), objectively deciding the multimedia materials based on electroencephalography and eye trackers (Experiment 2), and not applying attention guiding multimedia materials (control group). It tends to understand the differences among the three groups of learners and the learners with different genders in continuous attention, learning effectiveness, and memory retention as well as the correlations between continuous attention and learning effectiveness.The research results show that, under the premise of the learners in the three groups with the same background knowledge, the two experimental groups present superior learning effectiveness, memory retention, and continuous attention than the control group, Experiment 1 does not reveal remarkable differences in learning effectiveness, memory retention, and continuous attention from Experiment 2, continuous attention and learning effectiveness of the three groups appear notably positive correlations, and Experiment 2 shows higher correlations between learning effectiveness and continuous attention than the other two groups. 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Do fourth graders integrate text and picture in processing and learning from an illustrated science text? Evidence from eye-movement patterns. Computers & Education, 60(1), 95-109.19.Mautone, P., & Mayer, R. (2001). Signaling as a cognitive guide in multimedia learning. Journal of Educational Psychology, 93(2), 377-389.20.Mayer, R., & Moreno, R. (2002). Aids to computer-based multimedia learning. Learning and Instruction, 12(1), 107-119.21.Mayer, R., & Moreno, R. (2003). Nine Ways to Reduce Cognitive Load in Multimedia Learning. Educational Psychology, 38(1), 43-52.22.Mayer, R. (2003). The promise of multimedia learning: using the same instructional design methods across different media. Learning and Instruction, 13(2), 125-139.23.Mayer, R. (2009). Multimedia learning (2nd ed.). New York: Cambridge University Press.24.Mayer, R. (2010). Unique contributions of eye-tracking research to the study of learning with graphics. Learning and Instruction, 20(2), 167-171.25.Ozcelik, E., Arslan-Ari, I., & Cagiltay, K. (2010). Why does signaling enhance multimedia learning? Evidence from eye movements. Computers in Human Behavior, 26(1), 110-117.26.Pomerantz, E., Altermatt, E., & Saxon, J. (2002). Making the grade but feeling distressed: gender differences in academic performance and internal distress. Journal or Educational Psychology, 94(2), 396-404.27.Roda, C. (2011). Human attention and its implications for human-computer interaction. In C. Roda (Ed.), Human attention in digital environment (pp.11-62). New York: Cambridge University Press.28.Roivainen, E. (2011). Gender differences in processing speed: A review of recent research. Learning and Individual Differences, 21, 145-149.29.Stull, A., & Mayer, R. (2007). Learning by Doing Versus Learning by Viewing: Three Experimental Comparisons of Learner-Generated Versus Author-Provided Graphic Organizers. Journal of Educational Psychology, 99(4), 808-820.30.Sung, E., & Mayer, R. (2012). Affective impact of navigational and signaling aids to e-learning. Computers in Human Behavior, 28, 473-483.31.Tsai, M., Hou, H., Lai, M., Liu, W., & Yang, F. (2012). Visual attention for solving multiple-choice science problem: An eye-tracking analysis. Computers & Education, 58(1), 375-385.32.Yang, F., Chang, C., Chien, W., Chien, Y., & Tseng, Y. (2013). Tracking learners’ visual attention during a multimedia presentation in a real classroom. Computers & Education, 62, 208-220.33.Yao, S., Li, D., & Lan, Z. (2011). Multi-media Technology in English Education Classroom. Energy Procedia, 13, 10364-10370. 描述 碩士
國立政治大學
圖書資訊學數位碩士在職專班
101913017
102資料來源 http://thesis.lib.nccu.edu.tw/record/#G0101913017 資料類型 thesis dc.contributor.advisor 陳志銘 zh_TW dc.contributor.advisor Chen, Chih Ming en_US dc.contributor.author (作者) 蘇欣欣 zh_TW dc.contributor.author (作者) Su, Hsin Hsin en_US dc.creator (作者) 蘇欣欣 zh_TW dc.creator (作者) Su, Hsin Hsin en_US dc.date (日期) 2013 en_US dc.date.accessioned 6-八月-2014 11:44:43 (UTC+8) - dc.date.available 6-八月-2014 11:44:43 (UTC+8) - dc.date.issued (上傳時間) 6-八月-2014 11:44:43 (UTC+8) - dc.identifier (其他 識別碼) G0101913017 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/68255 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 圖書資訊學數位碩士在職專班 zh_TW dc.description (描述) 101913017 zh_TW dc.description (描述) 102 zh_TW dc.description.abstract (摘要) 近幾年來隨著資訊與通訊科技的快速發展，教與學的模式已經產生了巨大的轉變，課程教材的設計也從單純的紙本教材，演變出結合文字、圖片、聲音與動畫的多媒體教材，然而多媒體教材中多元的多媒體元素，若沒有設計有效的注意力引導，容易引發學習者的注意力分散，並且不容易掌握學習重點。過去研究指出，注意力為影響學習成效的關鍵因素之一，如果教師在設計多媒體教材時能掌握容易引發學生注意力發散，以及需要花費較長視覺凝視時間的內容並予以提示，教導學生把握關鍵的線索與重點，就能改善學生的學習狀況，並提升其學習成效。因此，如何引導學生在利用多媒體影音教材進行自主學習的持續注意力，是一個非常值得探討的研究議題。 本研究隨機將研究對象分派為採用教師主觀決定(實驗組一)、基於腦波儀與眼動儀客觀決定(實驗組二)、以及不採用注意力引導(控制組)的多媒體影音教材進行自主學習的三組學習者，以了解三組學習者及三組不同性別學習者之持續注意力、學習成效與記憶保留是否具有顯著的差異，以及其持續注意力與學習成效是否具有顯著的關聯。 研究結果顯示，在三組研究對象之學習者具有相同背景知識的前提下，兩組實驗組學習者之學習成效、記憶保留與持續注意力均明顯優於控制組學習者，但是實驗組一與實驗組二學習者之學習成效、記憶保留與持續注意力並無顯著差異；三組學習者之學習持續注意力與學習成效均具有顯著的正相關，並且實驗組二學習者的學習成效與持續注意力相關度高於其他兩組學習者。而女性學習者接受兩種不同注意力引導之多媒體影音教材進行學習之學習成效與記憶保留均優於男性學習者。 zh_TW dc.description.abstract (摘要) The rapid development of information and communication technologies in recent years has largely changed the teaching and learning model; and, the design of teaching materials has also evolved from purely paper-based materials into multimedia materials integrated with texts, pictures, sound, and animation. Nonetheless, without effective attention guiding, the diversified multimedia elements in multimedia materials would likely induce distraction of learners and not giving priority to the key points of learning. The past research pointed out attention as a key factor in learning effectiveness; when a teacher could pay attention to the contents which could easily induce students’ distraction and require longer time for visual stare and design multimedia materials for hints to teach the students give priority to key clues and points, students’ learning conditions would be improved and the learning effectiveness would be enhanced. For this reason, it is worth exploring how to guide students retaining the attention in the autonomic learning by utilizing multimedia materials.The research participants are randomly divided into three groups of learners with the teacher subjectively deciding the multimedia materials (Experiment 1), objectively deciding the multimedia materials based on electroencephalography and eye trackers (Experiment 2), and not applying attention guiding multimedia materials (control group). It tends to understand the differences among the three groups of learners and the learners with different genders in continuous attention, learning effectiveness, and memory retention as well as the correlations between continuous attention and learning effectiveness.The research results show that, under the premise of the learners in the three groups with the same background knowledge, the two experimental groups present superior learning effectiveness, memory retention, and continuous attention than the control group, Experiment 1 does not reveal remarkable differences in learning effectiveness, memory retention, and continuous attention from Experiment 2, continuous attention and learning effectiveness of the three groups appear notably positive correlations, and Experiment 2 shows higher correlations between learning effectiveness and continuous attention than the other two groups. On the other hand, female learners receiving two different attention guiding multimedia materials outperform male learners on learning effectiveness and memory retention. en_US dc.description.tableofcontents 第一章 緒論……………………………………………………………………1 第一節 研究背景與動機………………………………………………………1 第二節 研究目的與問題………………………………………………………3 第三節 研究範圍與限制………………………………………………………4 第四節 研究貢獻………………………………………………………………4 第五節 名詞解釋………………………………………………………………5第二章 文獻探討………………………………………………………………7 第一節 注意力引導……………………………………………………………7 第二節 注意力偵測系統……………………………………………………13 第三節 性別差異與學習成效………………………………………………18第三章 研究方法……………………………………………………………23 第一節 研究架構……………………………………………………………23 第二節 研究方法……………………………………………………………24 第三節 研究設計……………………………………………………………25 第四節 研究工具……………………………………………………………35 第五節 研究步驟……………………………………………………………37第四章 實驗結果分析………………………………………………………41 第一節 實驗對象對於學習教材內容之先備知識分析……………………41 第二節 採用不具注意力引導及不同注意力引導多媒體影音教材進行學習 對於學習成效的影響分析…………………………………………44 第三節 採用不具注意力引導及不同注意力引導多媒體影音教材進行學習 對於注意力的影響分析……………………………………………52 第四節 採用不具注意力引導及不同注意力引導多媒體影音教材進行學習 之學習成效與持續注意力相關分析………………………………55 第五節 採用不具注意力引導及不同注意力引導多媒體影音教材進行學習 對於延宕學習成效之影響分析……………………………………60 第六節 討論…………………………………………………………………63第五章 結論與未來研究方向……………………………………………67 第一節 研究結論……………………………………………………………67 第二節 教學上的建議………………………………………………………69 第三節 未來研究方向………………………………………………………70參考文獻…………………………………………………………………………73附錄一 受試者家長同意書…………………………………………………79附錄二 本研究使用之教材簡報檔…………………………………………81附錄三 本研究實驗組二使用注意力引導劃分興趣區之投影片…………83附錄四 教材錄製口述腳本…………………………………………………85附錄五 學習成效前後測評量試卷…………………………………………91 zh_TW dc.format.extent 1266478 bytes - dc.format.mimetype application/pdf - dc.language.iso en_US - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0101913017 en_US dc.subject (關鍵詞) 注意力引導 zh_TW dc.subject (關鍵詞) 學習成效 zh_TW dc.subject (關鍵詞) 記憶保留 zh_TW dc.subject (關鍵詞) 腦波儀 zh_TW dc.subject (關鍵詞) 眼動儀 zh_TW dc.subject (關鍵詞) attention guidance en_US dc.subject (關鍵詞) learning effectiveness en_US dc.subject (關鍵詞) memory retention en_US dc.subject (關鍵詞) electroencephalography en_US dc.subject (關鍵詞) eye tracker en_US dc.title (題名) 多媒體影音教材之學習注意力引導對於提升學習成效的影響研究 zh_TW dc.title (題名) A Study on Assessing the Effects of Video Lectures with Attention Guidance on Enhancing Learning Performance en_US dc.type (資料類型) thesis en dc.relation.reference (參考文獻) 【中文文獻】1.NeuroSky, Inc.(2012)。腦立方移動版用戶手冊。上網日期：2014年1月29日。檢自http://developer.neurosky.com/docs/doku.php?id=mindwavemobile2.UTECHZONE, CO., LTD.(2013)。i-Seizer 60眼動儀。上網日期：2014年1月30日，檢自http://www.utechzone.com.tw/index_media.aspx3.人體標準腦波圖EEG。上網日期：2014年2月5日。http://web.phys.ntu.edu.tw/asc/FunPhysExp/ModernPhys/exp/EEG.pdf4.周恩存(2012)。「讀你的腦」─腦波量測新技術在人類認知、學習及生活上的應用。數位典藏與學習電子報，11(11)。上網日期：2014年2月5日。http://newsletter.teldap.tw/news/InsightReportContent.php?nid=6121&lid=7065.吳智鴻、劉長儒、曾奕霖、徐日薇(2012)。結合眼動與腦波之注意力指標建構iPad電子書最佳色彩配置。聯大學報，9(1)，199-245。6.阮啟弘、李冠慧(2010)。注意力和閱讀。在李俊仁、阮啟弘等合著，大腦、認知與閱讀(頁131-149)。臺北市：信誼。7.李立彬、曾世綺(2010)。多媒體中的提示信號與反思之使用對學習物理概念的影響。教學科技與媒體，93，2-16。8.李金鈴(2008)。教師多媒體教學的呈現方式對低年級學童學習成效的影響─以動植物學習為例。未出版之碩士論文，國立新竹教育大學人資處課程與教學碩士班，新竹市。9.林宜親、李冠慧、宋玟欣、柯華葳、曾志朗、洪蘭、阮啟弘(2011)。以認知神經科學取向探討兒童注意力的發展和學習之關聯。教育心理學報，42(3)，517-542。10.林容任(2006)。從認知負荷的觀點看學生學習的困境及解決方向。教師之友，47(5)，54-61。11.林鋐宇、周台傑(2010)。國小兒童注意力測驗之編製。特殊教育研究學刊，35(2)，29-53。12.柯華葳(2010，5月)。專心，需要有所付出。親子天下，12，28。13.徐慈妤、洪蘭、曾志朗、阮啟弘(2013)。臺灣認知神經科學研究的崛起：以注意力相關研究為例。中華心理學刊，55(3)，343-357。14.郭建成(2012)。學習專注力監測提醒系統對於提升課堂教學成效之影響研究。未出版之碩士論文，國立臺灣師範大學工業教育研究所，臺北市。15.陳學志、賴惠德、邱發忠(2010)。眼球追蹤技術在學習與教育上的應用。教育科學研究期刊，55(4)，39-68。16.楊鎮宇(2013，6月)。專訪臺灣數位教學元老韓長澤：我期待學生逼著老師改變。親子天下，46，192-198。17.鄭昭明(2006)。認知心理學：理論與實踐。臺北市：桂冠。18.賴孟龍(2009)。眼球追蹤之研究。教師之友，50(1)，10-12。19.賴昭蓉(2013)。多媒體教學應用於國中補校學生英語學習之研究。未出版之碩士論文，國立中正大學成人及繼續教育研究所，嘉義縣。20.簡郁芩、吳昭容(2012)。以眼動型態和閱讀測驗表現探討箭頭在科學圖文閱讀中的圖示效果。中華心理學刊，54(3)，385-402。21.韓承靜、蔡介立(2008)。眼球軌跡記錄－科學學習研究的明日之星。科學教育，310，2-11。22.襲充文(2007)。注意力：認和神經科學的取向。在陳烜之主編，認知心理學(頁113-162)。臺北市：五南。【英文文獻】1.Amadieu, F., Mariné, C., & Laimay, C. 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