The Effects of Isolated-interacting Element Instructional Design on Junior High School Students’ English Learning and Cognitive Load

• Main Authors: Chien, Min Hui, 簡敏惠
• Other Authors: 孫于智
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/72941750115929310972

碩士 === 國立交通大學 === 理學院科技與數位學習學程 === 100 === According to cognitive load theory, this study designed the teaching material on the unit of giving directions, and examined the effects of isolated-interacting element instructional design (IIEID) on junior high school students’ English learning performances and sense perception in class. There were 94 participants from four classes at a junior high school in Hsinchu County. Based on a quasi-experimental design, the independent variables were “IIEID”, “not IIEID”and the dependent variables were “learning performance” and “sense perception in class”. The results reported that the impact of IIEID on students’ listening, speaking and writing was significant. Furthermore, IIEID can decrease students’ the sense of difficulty and increase high-achievers’ learning willingness. For correlation analysis between learning performances and sense perception in class, learning performances were influenced by learning willingness, the senses of difficulty, mental load and understanding. No expertise reversal effect was found among high-achievers. In conclusions, we suggest that teachers should apply isolated-interacting element instructional design on the unit of giving directions to increase the students’ learning performances.