The Effect of Trigger-based Animation on Learning Achievement and Cognitive Load in One-Variable Linear Equation Word Problems

• Main Authors: Tseng, Chun-Hui, 曾椿惠
• Other Authors: Chen, Ming-Jang
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/83127766780978053743

碩士 === 國立交通大學 === 理學院科技與數位學習學程 === 98 === The goal of the grade 1-9 curriculum is “to improve each student’s learning ability”. According to statistics, there are 20% to 30% of students who have difficulty in learning. We should use suitable class and material teaching plans in order to decrease the number of students who fail to learn because of experience and inadequate base abilities. “Trigger-based Animation” is a curriculum-oriented instruction method. It is a kind of teaching tool that connects cognitive psychology, Cognitive Load Theory and the theory of multi-media teaching. The form of expression used more easily attracts the attention of students in order to guide their learning, decrease the load of working memory and reduce the cognitive load. Most students can’t understand the meaning of algebra word problems and find it difficult to translate text message lists into algebraic mathematical symbols. The challenge is greater when the interaction between elements causes a higher cognitive load (Ayers 2006). Therefore, this study intends to use Trigger-based Animation in order to assist students to guide their attention in the context of algebra textbook design principles, and by combining appropriate index, message structure and sectioning strategies, and to create natural and relevant learning experiences that reduce the effect of interaction between elements. For the research topic “One Variable Linear Equation Word Problems”, randomly selected low learning achievement students are divided into three classes of remedial teaching experiments, using the quasi-experimental method and serve as units for the title theme of the teaching materials. The results indicate that a learning environment in line with the principles of a Trigger-based Animation environment, and with the structure of text and picture messages, significantly reduces the effect of cognitive load and improves students’ learning achievement.