以認知負荷理論為基礎的漢字學習多媒體排版組合之探究：以幼兒園幼生為例   免費試閱

An Exploration of Proper Multimedia Arrangement for Chinese Character Learning Based on Cognitive Load Theory: An Example with Preschool Students

儘管多媒體的教學設備在幼兒教室隨處可見，將多媒體融入幼兒的語言學習上亦不少，然而，如何將多媒體融入認字學習的研究並不多，且針對幼兒認字學習的多媒體設計之研究亦非常少見。因此，本研究主要以認知負荷理論為基礎，探討何種類型的多媒體組合於協助幼兒學習中文字時可達到最佳的學習成效。藉由實驗性研究設計，測試在不同多媒體元素的安排下探討其中文字學習的成效，企圖找出最佳的多媒體教學設計。本研究建議，學習認識中文字若只是學習如何讀字，多媒體的呈現可不用加圖示，若要學習理解中文字的意思，則需加上圖片的輔助才能達到最佳的學習成效。

Although the integration of multimedia into learning is common, research focusing on the effective arrangement of multimedia in children’s literacy learning is limited. Therefore, this study aims to explore what types of arrangements of multimedia, based on cognitive load theory, are functional in leading young children to achieve the best learning effect in their learning of Chinese characters. Based on experimental designs, this study investigates the effectiveness of Chinese character learning and intends to discover the best instructional arrangement of multimedia elements. The results suggest that in learning Chinese characters, when the goal is only to read the words, multimedia presentation does not need to include still images as aides, but when the goal is to comprehend the meaning of the characters, it is strongly recommended that auxiliary visual images be added to the characters so that the young learners can achieve the best learning outcomes. Furthermore, these auxiliary images and characters must be presented simultaneously and be located next to the characters. As for cueing signs, such signs are not necessary in a simple case of character presentation.