有效行動學習課程教學模式之設計與效益評估－以評量為中心的設計

Designing and Evaluating an Effective Instructional Model for Mobile Learning: Assessment-centered Model

10.6384/CIQ.201501_18(1).0001

王子華(Tzu-Hua Wang)；楊凱悌(Kai-Ti Yang)

行動學習 ； 無所不在之學習 ； 以評量為中心之行動學習 ； 評量為教學與學習策略 ； 認知負荷 ； mobile learning (m-Learning) ； ubiquitous learning (u-Learning) ； assessment-centered u-Learning ； assessment as teaching and learning strategy ； GPAM-WATA ； cognitive load

課程與教學

18卷1期（2015 / 01 / 01）

1 - 30

繁體中文

行動學習已成為全球性的重要教育議題，本研究應用數位評量系統—「Graduated Prompting Assessment Module of the WATA system（GPAM-WATA）」，發展一以評量為中心的行動學習環境，並應用於國小五年級「校園植物分類」主題教學，GPAM-WATA中之教學性試題與教學性提示，可以引導學習者在校園真實情境中進行學習。本研究採準實驗研究設計，共142位國小五年級學童參與研究，學習者共分為三組，分別為控制組採用傳統資訊融入教學模式（n=47），實驗組A採用GPAM-WATA u-Learning system（n=44），實驗組B則採用一般行動學習模式（n=51），在四堂課的教學進行前後，分別進行「成就測驗前、後測」，在教學結束後，亦填寫「認知負荷量表」。研究發現，學習者在以評量為中心的行動學習環境，有顯著較低之認知負荷與顯著較佳之學習成就。

Mobile learning (ubiquitous learning, u-Learning) has become an important topic in the realm of education around the world. The present study applies the digital assessment system, Graduated Prompting Assessment Module of the WATA system (GPAM-WATA), to develop an assessment-centered u-Learning environment. GPAM-WATA is applied in teaching fifth graders the 'Categorization of Campus Plants' topic. The instructional items and prompts in GPAM-WATA guide students to learn on campus. Using the quasi-experimental design, the study involves 142 fifth-graders as participants. They are divided into three groups. The control group follows the traditional ICT-integrated teaching model (n=47), the experiment group A adopts GPAM-WATA u-Learning system (n=44), and the experiment group B involves the general u-Learning model (n=51). Before and after the 4-class instructions, all the participants take the pre-test and the post-test of an achievement test.' After receiving the instructions, they also fill out a cognitive-load scale. The study finds that in the assessment-centered u-Learning environment, learners have significantly lower cognitive load and significantly better learning achievement.

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