Applying Cognitive Load Theory and Cognitive Theory of Multimedia Learning to Investigate the Effect of Experimental Pictographic English Vocabulary E-learning Courseware on Situational Interest and Brainwave
|關鍵字:||認知負荷;多媒體學習認知理論;英語字彙數位教材;情境興趣;腦波;Cognitive Load;Cognitive Theory of Multimedia Learning;English Vocabulary E-learning Courseware;Situational Interest;Brainwave|
The purpose of this study was to develop an experimental pictographic English vocabulary e-learning courseware, which optimizes learners’ cognitive processes based on cognitive load theory and cognitive theory of multimedia learning. To examine the effectiveness of this courseware, this study utilized the within-subjects quasi-experimental design. The participants were 108 graduate and college students who used the learning materials presented in the formats of text only, text-with-picture, and pictograph in the e-learning system. The results showed that students’ performance on the pictographic materials was significantly higher than that on the text-only materials while no significant differences were found between pictographic and text-with-picture materials; the cognitive load perceived on pictographic material was medium; the situational interest and focused attention perceived on the pictograph material were both the highest among the three formats; and the sustained attention, measured by EEG, on the pictograph material was also the highest. Results of this study serve as a valuable reference for future implications while providing new approach for designing English vocabulary courseware in multimedia environment.
|Appears in Collections:||Thesis|