The Effects of Isolated-interacting Element Instructional Design on Junior High School Students’ English Learning and Cognitive Load
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 performanc...
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ndltd-TW-100NCTU53950122016-03-28T04:20:36Z http://ndltd.ncl.edu.tw/handle/72941750115929310972 The Effects of Isolated-interacting Element Instructional Design on Junior High School Students’ English Learning and Cognitive Load 隔離互動元素教材設計對國中生英語學習成效與認知負荷的影響 Chien, Min Hui 簡敏惠 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. 孫于智 陳明璋 2012 學位論文 ; thesis 169 zh-TW |
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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.
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author2 |
孫于智 |
author_facet |
孫于智 Chien, Min Hui 簡敏惠 |
author |
Chien, Min Hui 簡敏惠 |
spellingShingle |
Chien, Min Hui 簡敏惠 The Effects of Isolated-interacting Element Instructional Design on Junior High School Students’ English Learning and Cognitive Load |
author_sort |
Chien, Min Hui |
title |
The Effects of Isolated-interacting Element Instructional Design on Junior High School Students’ English Learning and Cognitive Load |
title_short |
The Effects of Isolated-interacting Element Instructional Design on Junior High School Students’ English Learning and Cognitive Load |
title_full |
The Effects of Isolated-interacting Element Instructional Design on Junior High School Students’ English Learning and Cognitive Load |
title_fullStr |
The Effects of Isolated-interacting Element Instructional Design on Junior High School Students’ English Learning and Cognitive Load |
title_full_unstemmed |
The Effects of Isolated-interacting Element Instructional Design on Junior High School Students’ English Learning and Cognitive Load |
title_sort |
effects of isolated-interacting element instructional design on junior high school students’ english learning and cognitive load |
publishDate |
2012 |
url |
http://ndltd.ncl.edu.tw/handle/72941750115929310972 |
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