應用視覺引導策略提升大學生科學概念學習歷程之圖文訊息整合

Enhancing the Integration of Picture and Word Information in Undergraduate Students' Science Learning Through the Application of Visual Guidance Strategies

10.6173/CJSE.202406_32(2).0001

李育叡(Yu-Jui Li)；周文己(Wen-Chi Chou)

眼動 ； 視覺引導 ； 圖文訊息整合 ； Eye-Movement ； Visual Guidance ； Picture and Word Information Integration

科學教育學刊

32卷2期（2024 / 06 / 01）

125 - 162

繁體中文;英文

本研究目的為探討融入視覺引導策略對科學概念圖文訊息整合之影響。本研究設計兩種不同圖文整合需求度之課程（高整合需求度、低整合需求度），並分別融入三種不同的視覺引導策略（對照組、顏色組、空間組），藉此探討不同視覺引導策略下對於學生學習成效的影響，並進一步探討三種視覺引導策略在高整合需求度與低整合需求度的學習材料中的學習成效是否具有差異。研究對象為60名本科非自然相關學科之大學學生，並於實驗過程中輔以眼動儀蒐集學生的眼動資料，以瞭解學生在學習過程中的注意力分布與眼動行為。研究結果顯示，在低整合需求度課程中，三組的學習成效與圖文掃視次數皆無顯著差異；而在高整合需求度課程中，顏色組在學習成效上顯著高於空間組，且顏色組的圖文掃視次數也顯著高於空間組與對照組。研究結果指出，在低整合需求度概念上，可能因元素相互作用性較低，是否加入視覺引導策略對於學習成效不會產生太大的影響；而在高整合需求度概念上，相較於空間鄰近性的視覺引導策略，使用顏色標示的視覺引導策略可顯著提升圖文訊息整合的效果，顏色標示可增加學生圖文訊息之間的掃視次數，進而進行圖文間訊息的對照及整合以達成更佳的學習成效。

This study explores the impact of incorporating visual guidance strategies on integrating picture and word information in science learning. This study developed two courses with varying degrees of integration requirements (high- and low-integration requirement courses). It integrated three distinct visual guidance strategies (control, color-mark, and spatial contiguity) into each. The study aimed to examine the impact of different visual guidance strategies on learning and to investigate further the effectiveness of these strategies in courses with varying levels of integration. The participants were sixty undergraduate students not majoring in natural science-related subjects. During the experiment, an eye tracker was used to collect students' eye movement data to understand their attention distribution and eye movement behavior during the learning process. The study results revealed that there were no significant differences in learning outcomes and the number of saccades among the three groups in the low-integration requirement courses. In the high-integration requirement courses, the learning outcomes of the color-mark group were significantly better than those of the spatial contiguity group, and the number of saccades in the color-mark group was also significantly higher than that in the control and the spatial contiguity groups. The study suggests that visual guidance strategies may not significantly impact learning outcomes in low-integration requirement courses where the interactivity of elements is relatively low. However, using color as a visual guidance strategy in high-integration requirement courses can significantly enhance picture and word information integration. The color-mark strategy significantly increases the number of saccades between picture and word information, allowing students to compare and integrate the information, consequently leading to better learning outcomes.