頁籤選單縮合
題名 | 行動化生態觀察電子書之製作與應用=A Study of Using Mobile and Interactive Ebooks on Plant-Watching Courses |
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作者 | 李慶源; 楊朝富; 楊梅伶; | 書刊名 | 人文社會學報. 國立臺灣科技大學 |
卷期 | 9:3 2013.09[民102.09] |
頁次 | 頁173-188 |
分類號 | 521.58 |
關鍵詞 | 行動學習; 互動式電子書; 植物觀察; Mobile learning; Interactive ebook; Plant-watching; |
語文 | 中文(Chinese) |
中文摘要 | 本研究旨在探討利用不同教學策略進行電子書教學的學習效果,分別是行動學習組(利用任務式導向電子書進行戶外校園植物觀察學習)與混成學習組(教師先講解後,使用不具備任務機制電子書教材進行學習),將這兩種策略運用到國小課程「認識校園植物」的課程上,對學習成就、認知負荷與學習動機之影響。將這兩種策略運用到國小課程「認識校園植物」的課程上,了解學生兩套教材使用後的學習成就、認知負荷與學習動機差異。本實驗針對台灣某國小的五年級兩個班級的學生進行測試,並隨機分派為行動學習組與混成學習組,共六十位學生。實驗結果顯示,在學習成效的部份,混成學習組較行動學習組高,並有顯著差異;而在認知負荷與學習動機均無顯著差異。 |
英文摘要 | The purpose of this study was to evaluate the effectiveness of using two different mobile learning strategies in outdoor plant-watching courses. One was mobile learning group, and the students learned the knowledge of campus plant with the learning task ebook; the other was blend learning group, and the students learned the same knowledge with the non-learning task ebook after the teacher simply lectured in class. Two classes with sixty fifth-grade elementary school students participated in this study. The classes were randomly assigned into two different groups, using the learning task ebook and non-learning task ebook. In this study, we collected the learning achievement, learning motivation, and cognitive load data from two groups and compared it. The finding indicated that participants in the blend learning group had better learning achievement than mobile group. Also, there are no significance difference in learning motivation and cognitive load between two groups. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。