Effects of Multimedia Presentation Modes and Cognitive Style on Natural Science Learning in an Elementary School –A Case of The Water-Cycle Unit
碩士 === 國立臺灣海洋大學 === 教育研究所 === 101 === The purpose of this study is to investigate the interaction of the modality principles of multimedia and the cognitive styles. This study implemented a 2×2 two-factor quasi-experimental design. The participants are 43 fifth grade students in an elementary sc...
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| Format: | Others |
| Language: | zh-TW |
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2013
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| Online Access: | http://ndltd.ncl.edu.tw/handle/8eq2h8 |
| Summary: | 碩士 === 國立臺灣海洋大學 === 教育研究所 === 101 === The purpose of this study is to investigate the interaction of the modality principles of multimedia and the cognitive styles.
This study implemented a 2×2 two-factor quasi-experimental design. The participants are 43 fifth grade students in an elementary school. The independent variables in the experiments are the modes of multimedia presentation (animation plus narration vs. animation plus text) and participants’ cognitive style (field-independent vs. field-dependent). The participants received a multimedia of water-cycle learning materials with different presentation modes. After that , a post-test was conducted.
The main findings of this study are shown as follow:
1.There is no interaction between multimedia presentation modes and learners’ cognitive styles.
2.There is no significant difference between two different multimedia presentation modes.
3.There is significant difference between two cognitive styles. The learners with field-independent style were better than those learners with field-dependent style in learning performance.
The findings of this study and suggestions can be a reference for multimedia learning program designers and teachers.
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