A Study of Instructional Design by Trigger-based Animation on Learning Achievement by Cognitively Diagnostic Assessment-Graphs of Simple Quadratic Functions as an Example
|關鍵字:||激發式動態教學;認知診斷評量;Trigger-based Animated Instruction;Cognitively Diagnostic Assessment|
There are some questions to explore in multimedia teaching on this study. Are the materials designed by Trigger-based Animated Instruction different from those designed with slides? Is there significant difference to different academic achievement students in those teaching? Is there significant difference to test the students in attribute prevalence levels and cognitive levels by Cognitively Diagnostic Assessment? How do students perform in each attribute prevelence levels and in cognitive levels in the posttest and the postpone test? Overall, in the posttest, the teaching effectiveness of the materials designed by Trigger-based Animated Instruction is better than the teaching with slides in the high-achievement students at “conceptual understanding” and “problem solving”. In the postpone test, the teaching effectiveness of the materials designed by Trigger-based Animated Instruction is better than the teaching with slides and the traditional teaching on the blackboard in the low-achievement students at the 10th skill ( To understand the coordinate of a point in the quadratic function is the solution to the equation.), in the high-achievement students at the 5th skill (To judge whether there is the highest or the lowest point in the quadratic function gragh), and in the high-achieving students at “procedural knowledge”.
|Appears in Collections:||Thesis|