How the design of science communication message influence audience''s comprehension

• Main Authors: Sih-Jia Huang, 黃思嘉
• Other Authors: Wei-Jane Lin
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/k96ujh

碩士 === 國立臺灣大學 === 圖書資訊學研究所 === 106 === Under the current digital age, media resources are presented in various ways, which is different from that past, and ways to obtain new information are evolving as well. According to the research in internet usage from TWNIC in 2015, it was observed that the popularity rate of internet access is inclining every year, and internet is relied heavily especially in college students compare with other media, such as television, newspaper, magazines, and radio. However, scientific literacy of college students doesn’t seem to increase under such high popularity rate of internet access. PISA emphasizes that scientific literacy is not only having scientific knowledge but also knowing how to utilize this kind of knowledge in daily life. Therefore, it is significant to promote interests and raise the participation in the public regarding to science in daily life. And the implementation of scientific reading becomes the important foundation for the development of civic scientific literacy, which enables the public to understand and accept scientific knowledge and willing to use in daily basis. In the modern era of multimedia environment, internet has become the main carrier of information dissemination and knowledge diffusion. In the past, popular science information generally used paper as the main carrier of communication. In recent years, due to the rapid growth of science and technology which bring up the trend of digital reading and multimedia learning, the scope of reading is extending from text only to a broader range of audio and video text. Through the different forms of popular science text, we can observe the common nature of popular science, but the content received by the audience is not the same as the content transmitted, moreover, the subject involvement of audience has impacts in the reading effect. From the point of view of multimedia learning, the design of information influences learners '' learning effectiveness and cognitive loading, and different cognitive processing styles can also have influences in learning effectiveness. The intention of this study is to explore the influence of popular science information design to college students’ reading comprehension and cognitive loading and to understand the expressions of these students who have different cognitive styles and subject involvement when they read cuisine science text in different layouts and presentation order. In this study, we first analyze the content and layout of the existing popular science text, and then design four categories of cuisine science text as the reading experiment material based on the analysis result. This reading experiment is planned in quasi experiment design. Before the experiment starts, participants’ cognitive styles and popular science subject involvement are scaled and then divided into four groups which read cuisine science text in four kinds of different layouts and structures. After finishing the reading experiment, the questionnaire is used to measure the reading comprehension and cognitive loading of the participants. The results of the study show that there is no significant influence on the leaners’ reading comprehension by their cognitive styles and subject involvement or the layouts and structures of the text. But from the perspective of cognitive loading, learners’ cognitive styles and subject involvement have a significant impact on their cognitive loading, while the layouts and structures have mediation impact on cognitive loading.