不同多媒體教材組合模式對國小高年級學習障礙兒童閱讀理解及認知負荷成效比較

• Main Author: 丁儀馨
• Other Authors: 王瓊珠教授
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/63479152348068686959

碩士 === 國立高雄師範大學 === 特殊教育學系 === 100 === The purpose of this study is to explore the effects of two modalities of multimedia materials on reading comprehension and cognitive load of four fifth-grade as well as two sixth-grade students with learning disabilities. Mutimedia materials include two types--picture with narration, and picture with narration and subtitle. The study adopted the alternating treatments design, and the experiment procedure was divided into 3 phases. Data were analyzed by visual analysis and effect size. The results of this study are as follows: 1.After reading two different modalities of multimedia materials, the reading comprehension scores of six participants were higher than the baseline. 2.The differences in characteristics of the six participants have impact on the reading comprehension outcomes. Four participants had higher scores in the “picture with narration” model than in the “picture with narration and subtitle” model. However, the other two had higher scores in the “picture with narration and subtitle” model. 3.After reading two different modalities of multimedia materials, the cognitive load scores of six participants were lower than the baseline. 4.The differences in characteristics of the six participants have impact on the cognitive load. Three participants prefer the “picture with narration” model to the “picture with narration and subtitle” model. Two participants prefer the “picture with narration and subtitle” model, and the other had no significant difference in the cognitive load of the two modalities of multimedia materials.