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題名 | 超文方式與結構式之電腦教學環境對於學生學習成就之影響=The Effects of a Hypertext-Based and a Structured Computing Instructional Environments on Students' Learning Achievements |
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作者 | 周文忠; | 書刊名 | 國民教育研究 |
卷期 | 3 1999.01[民88.01] |
頁次 | 頁15-36 |
分類號 | 521.53 |
關鍵詞 | 電腦教學環境; 學生學習成就; 超文教學環境; 結構式教學環境; Hypertext; Hypertext-based instructional environments; Hypermedia; Computer-assisted instruction; |
語文 | 中文(Chinese) |
中文摘要 | 本研究旨在探討超文教學環境與結構式教學環境對學習者在學習成就的影響。研究方法以選取國小"二位數的加法"單元,自行設計兩套不同教學環境之軟體,超文學習環境是以Hypercard為設計工具,結構式教學環境則以Authorware為設計工具。在實驗電腦教學前後各施行前、後測,以比較教學環境對於學習成效之影響。研究結果顯示,在結構式的教學環境中,學習者的成績在教學前後有顯示的進步。另外,結構式教學環境的學生其後測成績顯著優於超文教學環境的學生。針對研究結果得到以下結論﹕ (一)國小學童仍較適應以結構化的學習步驟來從事學習。 (二)性別對學習環境在學習成就的交互作用之影響上,於本研究中並未產生明顯差異。 (三)設計超文教學環境之電腦教學軟體時,其內容架構需非常清楚、明確,最好有瀏纜地圖"Maps"的功能,以減低學者之認知負荷(Cognitive Loads)。 (四)國內應考慮多發展超文觀念的電腦教學軟體,擴展超文方式的多媒體的電腦教學環境。 (五)教師選擇電腦輔助教學軟體時,必須考慮學習者所適應的學習環境。 |
英文摘要 | This study was to explore the effects of a hypertext-based and a structured computing instructional environments on students' learning achievements. The study designed a hypertext-based and a structured instructional environments using a Hypercard and a Authoreware software. Elementary school students in this study received instruction that emphasizes a hypertext-based and a structured instructional mode respectively. Both groups took a learning achievement pre-test and post-test before and after the experiment. The study used the statistical methods of ANOVA and T-Test to examine the effects of different instructional environments on students' learning achievements. The results of the study revealed that the students' posttest scores of the structured group were better than the pretest scores. In addition, the posttest scores of the structured group students were significantly higher than the hypertext-based group students. The study reaches the following conclusions: 1.The elementary school students of this study are more used to the structured instructional environment than the hypertext-based instructional environments. 2.The learning achievements for male and female students in both instructional environments are consistent. 3.The content structure of a hypertext-based computing instructional environment should be very clear to prevent the learners from getting lost in the system. The design idea like a "map" may help reduce the learner's cognitive loads. 4.The concept of hypertext and hypermedia offers the potentials to create learner- directed instructional environments. The exploratory learning system offers increased freedom and motivation to the student. It allows students to navigate the instructional contents and sequences based on their individual abilities and interests. 5.When choosing a computer-assisted instruction software for the students, the teachers should carefully take learners' individual interests and needs into accounts. |
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