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題名 | Gender Differences in Learning Computer-Based Multimedia--Taking Chungchou Institute of Technology As an Example=電腦多媒體學習的兩性差異--以中州技術學院的學生為例 |
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作者 | 蔡榮光; Chai, Loong-kuang; |
期刊 | 中州學報 |
出版日期 | 20060600 |
卷期 | 23 民95.06 |
頁次 | 頁267-278 |
分類號 | 521.1 |
語文 | eng |
關鍵詞 | 電腦多媒體; 單向式教學; 獨立研究教學; 兩性多媒體學習差異; Computer-based multimedia; CBM; Solo lecture teaching; Independent study teaching; Gender differences in multimedia learning; |
中文摘要 | 本論文是作者前一篇研究論文〝電腦多媒體在技術學院的教與學〞的分支。在該篇研究中作者進行了對中州技術學院大學生的問卷調查。樣本來自不同系的159位男生及193位女生。問卷中包含有13個與多媒體學習相關的變數。作者是從他以往多媒體教學經驗以及參閱許多圖書文獻並用科學歸納法得出這些變數的。這13個變數包括外向個性、神經質個性、多媒體經驗、對多媒體信心、對多媒體態度、對多媒體期望、堅持及毅力、對多媒體精通、互動式學習、單向式教學、討論式教學、獨立研究教學、小組合作教學等。作者使用多重迴歸分析法並測試四個假說。統計結果顯示:精通多媒體的學生較能接受獨立研究教學方式、個性外向者較喜歡討論式及小組合作教學、神經質個性者較偏好純授課教學。大部分學生較喜歡互動式學習方式。而在本研究,作者使用獨立樣本t測試法來測試多媒體學習的兩性差異,結果共有7個變數有明顯性別差異。造成這種兩性差異的原因有一部分與電腦遊戲有關,由於時下許多青少年喜愛電玩,結果造成他們對操作電腦產生好感,對多媒體態度這項變數的分數也較女性為高。而在另一方面,女性喜愛的電腦活動是比較屬於正當性及學術性的,如互助合作與通訊,或經由電腦產生創意及解決問題。然而她們也傾向視電腦文化為反社會性,而視電腦遊戲為以男性為主並且是有暴力傾向的。在多媒體學習方面,許多研究顯示男性在視覺資訊的認知也與女性有別。女性在顏色的選擇及搭配方面似乎較有心得。而在一般男性所忽略的形狀的安排以及圖形大小或適合度方面,女性也常有討論。此外在課堂上,有證據顯示,高成就的學生中女性較男性努力認真,並且較合群、井然有序與互相尊重。作者是技術學院的電腦老師,寫這篇文章敘述所調查的學生在電腦多媒體學習的兩性差異,希望藉此帶來一些解決兩性學習差異的想法或建議,共同討論並對多媒體教學有所助益。 |
英文摘要 | This article is a branch study of the author's previous research which was titled "Teaching and learning computer-based multimedia (CBM) in a technological college setting." There search took a sample of 159 male and 193 female college students who studied in Chungchou Institute of Technology to fill out questionnaires. In the questionnaire there were 13 variables regarding multimedia learning. The author obtained these variables from his multimedia teaching experiences and from reviewing related literature and then used the scientific method of inductive reasoning. They included extraversion, neuroticism, multimedia experience, multimedia reinforcement, multimedia attitude, multimedia expectation, personal persistence, multimedia mastery, interactive learning, solo lecture teaching, discussion teaching, independent study teaching, and team-work teaching. The author used multiple regression analysis to test his four hypothesis, the results showed that students with multimedia mastery were found to prefer independent study teaching. Students with the extraversion trait will prefer team-work and discussion teaching while students with neurotic traits may prefer solo lecture teaching. Most students preferred interactive learning to non-interactive learning. In this study, the author uses an independent sample t-test to test gender differences in multimedia learning. The result reveals that as many as seven variables display significant gender differences. One of the reasons for these multimedia-learning gender differences is related to computer games because they are current fads among teenage boys. Boys play those games with greater interest therefore male students tend to be motivated by opportunities to operate a computer and have more positive multimedia attitudes than female students. On the other hand, female students enjoy computer activities that involve collaboration, communication, creativity, and problem solving. However, they also tend to view the computer culture as anti-social, and see computer games as male-centered and violence-oriented. In multimedia learning, many studies show that male students differ from female students in perceìving visual informatìon. The females seemed more concerned than the males with the use of color and whether those colors were compatible. In addition. females often discussed relational size and arrangement of shapes, which males seemed to ignore. In classroom learning. an explanation for gender difference in high attainment was evidenced by females taking school more seriously than males. Many studies show that the girls tend to be better prepared, more conscientious. cooperative, organized, and respectful at school. In this article, the author describes gender differences in computer-based multimedia learning. As one of the computer teachers in a technological college, the author hopes that this article could induce some suggestions to solve these gender differences and therefore improve the teaching of multimedia courses. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。