| Summary: | 博士 === 國立政治大學 === 教育學系 === 106 === The aim of this research is to investigate some adaptive designs of learning material for teaching polynomial multiplication. A purposive sampling of 357 junior high school students participated in the current study. Three types (arrowhead, rectangular area, and genetic checkerboard) of digital learning materials were designed as advance organizers and their relationships with learning styles and effects on appropriateness of cognitive guiding strategies, intrinsic motivation, and learning performance were investigated. It was found that, among four learning styles, the highest percentage of students appeared in the category of “Sensing and Visual.” In addition, students with learning styles of “Intuitive-Verbal” and “Intuitive-Visual” are more adaptive to arrowhead types of learning material than those with other learning styles. It was also found that the level of intrinsic motivation in learning three types of digital materials were higher than those on pretest. Furthermore, the adaptiveness of three types of cognitive guiding strategies is beneficial to intrinsic motivation. Students with low cognitive load performed better than those with high cognitive load. Finally, it was concluded that learning performances were affected by designing types of learning materials, adaptiveness of cognitive guidance and learning styles.
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