Visual Isolation, Layout Design, and Hint in Digital English Teaching Material Design in Junior High School: A Study of Number Reading
|關鍵字:||視覺分離、對應與提示;注意力與視覺引導;數位教材設計;國中英語;visual isolation, layout design and hint;attention and visual guiding;digital teaching material design;English in junior high school|
This study designed a teaching material on number reading, and examined the effects of teaching material design by using “visual isolation, layout design and hint” on English learning performances and perception of cognitive load in junior high school students. 112 participants from four classes at a junior high school in Hsinchu County participated in this study. Adopting a quasi-experimental, the independent variables were teaching material design and learning achievement. The dependent variables were learning achievement test, delayed post-test and perception of cognitive load. The teaching material design of experimental group was based on visual isolation, layout design and hint while control group was the general digital teaching material design. The result of the experiment was analyzed through two-way ANOVA. The results of the study showed: (1) In terms of learning achievement test, delayed post-test and the perception of cognitive load, there was no significant interaction between the two independent variables, teaching material design and learning achievement except English transfers number in learning achievement test. (2) In terms of learning achievement test, experimental group was better than control group in total scores, English transfers number, number transfers English and listening comprehension. (3) In terms of delayed post-test, experimental group was better than control group in total scores, English transfers number and listening comprehension. (4) In terms of perception of cognitive load, perception of cognitive load of the participants in experimental group was lower than that in control group. (5) Judging from the synthesis of “Instructional Efficiency” and “Instructional Involvement Score”, the participants in experimental group belonged to the learning style of high involvement and high efficiency while those in control group belonged to the learning style of low involvement and low efficiency. No “Expertise Reversal Effect” was found among high-achievers in experimental group and control group. In conclusion, we suggest that teachers can apply “visual isolation, layout design and hint” approach to design teaching material on “English number reading” to improve the students’ learning performances.