Match and Mismatch Effects in the Study of E-Commerce Web-Based Learning System Effectiveness Analysis: Based on the Cognitive Styles and Physiological Factors

• Main Authors: Kai-Di Tang, 湯凱迪
• Other Authors: Chih-Hung Wu
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/93b5h2

碩士 === 國立臺中教育大學 === 數位內容科技學系碩士班 === 102 === "Teach students according to their aptitude." When we speak about teaching, we associate with the greatest sage and teacher - Confucius. From the Analects of Confu-cius, we can know that Confucius would use different teaching methods to teach peo-ple with different characters. For example, we can know this from the conversation with Yan Yuan in Book 7: Shu R, and the conversation with Zi Lu in the Book 11: Hsien Tsin.Most people consider themselves to have some special patterns to recognize, to interpret, and to deal with stimulus and information. Based on this concept, "Learning syles" and "Cognitive styles" has been developed. This study is to discuss the influence on physiological signals, learning effect, System Usability Scale(SUS) and National Aeronautics and Space Administration-Task Load Index(NASA-TLX) when the respondents using teaching materials that match or mismatch his cognitive style. This study combined multiple measure methods, with subjective and objective methods of analysis, includes: Subjective scales (learning effect, SUS, NASA-TLX), and the reaction of physiological signals(attention, emotion, SPO2, heart rate variabil-ity(HRV), skin temperature, galvanic skin response(GSR), breathing). The result was found that: (1)The learning effect of the learners who use teaching materials that match their cognitive style is better than those that mismatch. (2)The mental load of the learners who use teaching materials that match their cognitive style is lower than those that mismatch. (3)The emotion of the learners who use teaching materials that match their cognitive style is better than those that mismatch. (4)The level of fatigue of the learners who use teaching materials that match their cognitive style is better than those that mismatch. (5)The stress of the learners who use teaching materials that match their cognitive style is better than those that mismatch. This result may provide a suggestion about teaching materials and other educational designs, and expect to have better designs to benefit the society.