電腦多媒體設計對國小學童的英語字彙學習成就之影響

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電腦多媒體設計對國小學童的英語字彙學習成就之影響

How the design of computer multimedia message affects the

influence of elementary school’s student’s ability of English

vocabularies learning obtaining

江清水(Ching-Shoei Chiang) 東吳大學資訊管理學系 Soochow University [email protected] 吳欲致(Yu-Chih Wu) 東吳大學資訊管理學系 Soochow University [email protected]

摘要

網路與科技的日新月異，使我們在教學的模式上有了許多改變，尤其在學習的工具上透過多媒體的應用，使我們在學習過程中可以更為生動有趣。本研究目的在於探討使用不同的多媒體組合方式(圖片+文字、圖片+聲音、聲音+文字、聲音+圖片+文字)對於提昇國小學童在英語字彙學習成就之影響，我們將學生分成四個群體，每組都必需操作過一次不同的媒體組合，透過前測與後測瞭解對於學習成就的影響，並使用自行建構之多媒體學習系統，藉由系統操作過程去記錄與探討每位學童適合的學習組合模式，最後推薦給每位學童合適的學習組合，期望每位學童在學習上可以達到事半功倍之效。關於多媒體系統設計，我們以遊戲式學習的構想進行教材編製，期望在學習的過程當中可兼具娛樂及學習的效果，不僅可提升學習成效並降低學習障礙。我們預期多媒體學習系統有助於提昇學習成就，特別是在文字加圖片的組合模式上將會有顯著差異。關鍵詞：多媒體、遊戲式學習、英語字彙學習保留。

Abstract

Through the revolution of the internet and technology, the method of teaching can be quite diversified. Especially through the application of multimedia studying tool during learning process makes it more interesting.

The aim of this research is to figure out how different multimedia combinations (pictures add words, pictures add sounds, sounds add words, sounds add pictures add words) can improve elementary school children’s English vocabularies leaning quality. We then divide students into four groups; anyone of them has to operate different type of multimedia combinations. Understand the impact of achievement through pretest and posttest, and use the self-construction of multimedia learning system to record and investigate what’s the most appropriate combination of learning mode of each child. The final step is to recommend the learning combinations of each child, hoping that they can achieve the multiplier effect during learning.

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learning process can not only enhance learning effectiveness but also reduce learning disabilities. Multimedia learning system is expected to improve academic achievement, particularly in the mode of combination of text and picture would have significant differences compared to normal learning method.

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一﹒多媒體與學習 簡單來說就是用來傳遞訊息的媒介，透過兩種以上的媒體來傳達，我們稱之為多媒體[3]。而這些媒體包括了像是文字、聲音、圖片、影像與動畫等，例如電視、平板電腦、電子書和電腦等這些媒介對於資訊的傳輸皆以多媒體方式呈現。目前的多媒體學習環境更已經從教室擴展到可隨時隨地學習，透過雲端資料的儲存與傳輸或是連結網際網路等，可隨時在行動載具上進行學習，不僅攜帶方便也使學習不再受到時空與場地之限制[2][8]。若將多媒體使用於教學，除了文字與圖片之外，亦可加入聲音及影像等來輔助教學，尤其在解釋抽象或是複雜的觀念時，透過動態的影像或是圖片，可將複雜的觀念簡單化，使用易懂的圖像加上文字來解釋，促進學生在學習上更容易理解與學習[14]。Mayer & Sims 認為文字與視覺訊息同時的出現比「前後模式」所採用的一前一後呈現方式較能有效的提昇學習效果[18]。Paivio 認為當人類在處理圖像比處理語文系統來的較好，而圖像及語文系統同時的呈現會比只呈現單一系統來的較好[20]。

表 1 Clark & Starr 使用不同感官之記憶量表

感官記憶方式百分比

能記住所讀到的 10% 能記住所聽到的 20% 能記住所看到的 30% 能記住所聽到與看到的 50%

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