|Title:||On the Design and Implementation of Dynamic Geometry Instructional Environment Based On CLT-以溝通性及同步性為指標之動態幾何教材設計之研究|
The Study of Designing Dynamic Geometrics with Communication and Synchronization Principles
|Keywords:||溝通性;同步性;認知負荷理論;多媒體學習認知理論;認知診斷評量;激發式動態呈現;SBS;communication;synchronization;cognitive loading theory;multimedia learning;cognitive diagnostic evaluation;triggered based dynamic presentation;SBS|
Teacher, students and screen presentations are the three key factors in multimedia learning, it’s main concerns lies in the delivery of information through oral and screen presentation. How to integrate cognitions by reducing extraneous cognitive load is the core issue in cognition and digital teaching. Based on the various effects and principles on Cognitive load theory and Cognitive theory of multimedia learning, we propose the principle of communication to summarize extraneous cognitive loading and the principle of synchronization to summarize intrinsic and germane loadings. First, the aim of the principle of communication lies in guiding the process of illustrating, discussing and thinking, so that the learners can locate efficiently relative information on the screen, this is a spatial factor. On the other hand, the concern of the principle of synchronization lies in reserving enough time so that the learners can deal efficiently with, to interpret and to think the information delivered from the teachers. Based on various levels on cognitive psychology, cognitive loading theory, cognitive multimedia learning theory, van Hiele’s geometrical development theory, Duval geometric thinking theory and 4C/ID theory, the purpose of this project is to develop various models on the design and performance evaluation of course material and the presentation style by using various software including the system AMA under the principle of SBS. We then will develop some index to measure (extraneous) loading through the principles of communication and synchronization. Associate with cognitive diagnostic evaluation, we will also study the sources of intrinsic and germane cognitive loading. We will, in the first year, focus on the design and performance evaluation of course material for prior knowledge for those subjects under study, followed by a pilot study for the second year. The second year will then focus on the design and performance evaluation on the topic subject material. Based on mistake-patterns found in the first two years, the third year will focus on the design and performance evaluation on the course material for remedial teaching, this will leads to general performance evaluation conducted in the main project, and for further theoretical research.
|Gov't Doc #:||NSC101-2511-S009-006-MY2|
|Appears in Collections:||Research Plans|