有效行動學習課程教學模式之設計與效益評估—以評量為中心的設計

Designing and Evaluating an Effective Instructional Model for Mobile Learning: Assessment-centered Model

行動學習已成為全球性的重要教育議題，本研究應用數位評量系統— 「Graduated Prompting Assessment Module of the WATA system （GPAM-WATA）」，發展一以評量為中心的行動學習環境，並應用於國小五年 級「校園植物分類」主題教學，GPAM-WATA 中之教學性試題與教學性提示， 可以引導學習者在校園真實情境中進行學習。本研究採準實驗研究設計，共142 位國小五年級學童參與研究，學習者共分為三組，分別為控制組採用傳統資訊 融入教學模式（n=47），實驗組A 採用GPAM-WATA u-Learning system（n=44）， 實驗組B 則採用一般行動學習模式（n=51），在四堂課的教學進行前後，分別 進行「成就測驗前、後測」，在教學結束後，亦填寫「認知負荷量表」。研究發 現，學習者在以評量為中心的行動學習環境，有顯著較低之認知負荷與顯著較 佳之學習成就。

Mobile learning (ubiquitous learning， u-Learning) has become an important topic in the realm of education around the world. The present study applies the digital assessment system， Graduated Prompting Assessment Module of the WATA system (GPAM-WATA)， to develop an assessment-centered u-Learning environment. GPAM-WATA is applied in teaching fifth graders the ‘Categorization of Campus Plants’ topic. The instructional items and prompts in GPAM-WATA guide students to learn on campus. Using the quasi-experimental design， the study involves 142 fifth-graders as participants. They are divided into three groups. The control group follows the traditional ICT-integrated teaching model (n=47)， the experiment group A adopts GPAM-WATA u-Learning system (n=44)， and the experiment group B involves the general u-Learning model (n=51). Before and after the 4-class instructions， all the participants take the pre-test and the post-test of an achievement test.’ After receiving the instructions， they also fill out a cognitive-load scale. The study finds that in the assessment-centered u-Learning environment， learners have significantly lower cognitive load and significantly better learning achievement.