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系統識別號 U0026-2803201404203300
論文名稱(中文) 探討同義字註解於英語影片學習對內容理解度、單字學習與認知負荷之影響
論文名稱(英文) The Effects of Integrating Synonyms Annotation on English Video Learning for Content Understanding, Vocabulary Learning and Cognitive Loading
校院名稱 成功大學
系所名稱(中) 工程科學系
系所名稱(英) Department of Engineering Science
學年度 102
學期 2
出版年 103
研究生(中文) 吳盈宏
研究生(英文) Ying-Hong Wu
學號 N96001151
學位類別 碩士
語文別 中文
論文頁數 62頁
口試委員 指導教授-王宗一
口試委員-朱治平
口試委員-劉繼仁
口試委員-李明哲
中文關鍵字 影片學習  認知負荷  同義字  影片註解 
英文關鍵字 Video Learning  Cognitive Load  Synonym  Video Annotation 
學科別分類
中文摘要 近年來,在學習英語過程中,觀看英語影片學習已經變成一種趨勢。然而,對於以英語為外語的學習者而言,觀看英語影片最大的困難就是單字量的不足,導致學習者無法完整理解影片內容。因此有學者利用單字註解的方式,供學習者查詢影片中單字的解釋,來幫助學習者理解影片中的內容。但是,提供完整的單字解釋會產生大量的訊息,可能會對學習者造成認知負荷,進而影響學習者對影片內容的理解。
因此本研究提出同義字註解的方式輔助影片學習,降低影片中單字註解的資訊量,以及減少長註解對學習者所產生的內在認知負荷,讓學習者能夠有效地學習影片中的知識以及英文單字。本研究設計兩個實驗來探討同義字註解式與單字解釋式於不同難度影片的學習成效及認知負荷的影響。根據實驗結果發現:一、利用同義字註解式可以同樣達到學習單字的效果;二、比起單字註解式,利用同義字註解式於困難影片中,學習者影片內容理解度成績達到顯著差異;三、使用同義字註解式比單字註解式更可以有效地降低學習者的認知負荷;四、學習成效與認知負荷呈負相關。學習者觀看影片時,利用同義字註解的方式輔助影片學習比單字註解的方式更能夠降低影片註解的資訊量,且減少註解對學習者造成的內在認知負荷,也可以幫助學習者明顯提升對影片的理解度,所以同義字註解的方式輔助影片學習可讓學習者能夠有效地進行學習。
英文摘要 Recently, English video learning has become a trend. The most difficult to EFL learners is the lack of vocabulary ability when watching English videos. It results that learners can not understand the content of the video completely. Therefore, some scholars provide the word annotation for learners to help them understand the content of the video. However, if provide a complete explanation of the word, it would bring too much message and lead to increase learners’ cognitive load. Therefore, we integrate synonym annotation on video learning to reduce message and decrease the learners’ intrinsic cognitive load from video annotation. So that learners can learn the words and the knowledge in the video effectively. To compare synonym annotation and word-explanation annotation in video learning, we design two experiments to discuss learners’ effectiveness of learning and cognitive load. According to the experimental results, we find: (1) Learners can learn vocabulary with synonym annotation. (2) There was significant in difficult video learning. Learners can understand the content of videos more easily with synonym annotation. (3) Synonym annotation can reduce learners’ cognitive load effectively. (4) There is a negative relationship between learners’ learning effectiveness and cognitive load. When learners watch videos with synonym annotation, synonym annotation can reduce the message of word explanations in video learning and decrease learners’ intrinsic cognitive load from video annotation. Learners can increase the comprehension of content video content and learn effectively.
論文目次 中文摘要 I
Abstract II
誌謝 V
目錄 VI
圖目錄 VIII
表目錄 IX
第一章 緒論 1
1.1 研究背景與動機 1
1.2 研究目的 4
1.3 研究貢獻 5
1.4 論文架構 6
第二章 文獻探討 7
2.1 影片學習 7
2.1.1 影片學習的優點 7
2.1.2 影片學習相關研究 8
2.2 認知負荷理論 11
2.2.1 認知負荷的架構 11
2.2.2 認知負荷的類型 13
2.2.3 認知負荷的量測 14
2.3 同義字學習 16
第三章 研究架構與實作 17
3.1 系統設計 17
3.2 系統架構 18
3.2.1 影片新增模組 19
3.2.2 同義字查詢模組 20
3.2.3 影片觀看模組 22
3.3 系統實作 23
3.3.1 開發環境 23
3.3.2 系統畫面 23
第四章 實驗設計與結果 28
4.1 實驗設計 28
4.2 實驗流程 35
4.3 實驗結果與討論 37
4.3.1 比較不同註解方式於簡單影片學習上之學習成效 37
4.3.2 比較不同註解方式於簡單影片學習上之認知負荷 41
4.3.3 比較不同註解方式於困難影片學習上之學習成效 46
4.3.4 比較不同註解方式於困難影片學習上之認知負荷 50
4.3.5 討論 55
第五章 結論與建議 58
5.1 結論 58
5.2 建議 59
參考文獻 60
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