| Summary: | 碩士 === 國立臺灣師範大學 === 工業科技教育學系 === 93 === The aim of this study is to investigate the effects of differential multimedia presentation modes and cognitive styles on the learning effects and computer attitudes of junior high school students in a web-based learning environment. The purposes of the study were the followings: 1. To explore the effects of multimedia presentation modes on junior high students’ learning effects and the computer attitudes toward web-based learning environment. 2. To explore the effects of the differences between cognitive style of students on junior high students’ learning effects and computer attitudes. 3. To explore the interactions between differential multimedia presentation modes and cognitive styles on junior high students’ learning effects and computer attitudes.
The multimedia presentation mode was divided into 3 types: "hypertext + graphics", "hypertext + animations" and "hypertext + movies". The cognitive style was divided into 2 types: "Field Independent, FI" and "Field Dependent, FD". Four types of instruments were used to collect data pertinent to the study. The instruments of the study included the "Hidden Figure Test, HFT ", the four stroke cycle engine learning test as the pretest and posttest, the "computer attitude scale for junior high school students" and the web-based learning homepages.
Quasi-experimental design was used for the study. 77 eight grade students of junior high school were selected to be subjects. The subjects were classified into FI and FD based on their HFT scores. Then the subjects were randomly assigned to 3 different types of multimedia presentation modes based on their cognitive styles. Before the experiment, the subjects received the pretest. After the experiment, the subjects received the posttest and the computer attitude scale. Two-way ANOVA and Scheff method were used to analyze experimental data. Results of this study were listed as the followings:
1. There was no significant difference on students’ learning effects and computer attitudes between different multimedia presentation modes. There was no significant difference on students’ whole computer attitudes, "confidence in computer using", "the value of computer equipments", "computer liking", "the value of computer using" and "the self-will of computer using" between different cognitive styles. For the whole computer attitudes, "the confidence in computer using", "the value of computer equipments", "the value of computer using" and "the self-will of computer using", the interactions between multimedia presentation modes and cognitive styles were not significant.
2. The students with different cognitive styles, FI and FD, were significantly different on "anxiety in computer using". The anxiety of learners of FD were lower then the learners of FI.
3. The interactions between differential multimedia presentation modes and cognitive styles were significantly different on "anxiety in computer using". One difference was from the group of "hypertext + animations". In that group, the anxiety of learners of FD were lower then the learners of FI. The anxiety of learners of FI in the group of "hypertext + graphics" were lower then the learners of FI in the group of "hypertext + animations". The other significantly different were from "computer liking" in the group of "hypertext + animations". Learners of FD got higher score of "computer liking" then learners of FI.
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