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Nunnally, J.C. (1978) Psychometric theory. McGraw-Hill, New York.

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  • 标题: 高职生在抢答式学习中持续学习意愿之调查Investigating Vocational School Students’ Intention of Competing Learning

    作者: 陈美君

    关键字: 学习态度, 认知负荷, 学习意图Investigating Vocational School Students’ Intention of Competing Learning

    期刊名称: 《Advances in Education》, Vol.4 No.3B, 2014-05-21

    摘要: 高级职业中学学生在后期职业教育中的学习意愿被认为比其他教育体制要来的低,例如比普通高中低。为了激发他们的意愿,本研究采用了类似游戏的教学方式透过竞争来回答测验探索,使用这种方法运用了三种类型的认知负荷,从事这种类型的教学并了解他们的学习兴趣和持续使用意向的相关因素。总共有373位高级职业高中学生参加了本次实验,收回的有效问卷数为276份,并进行验证性因素分析和结构方程分析。这项研究的结果显示,在三种类型的认知负荷,只有内在认知负荷呈在回答问卷问题时呈现正相关,相反,其他两个类型的认知负荷,外在认知负荷和延伸认知负荷对学习兴趣呈负相关。相对的学习者的学习兴趣越高,就有越高的学习意愿进行此种类似游戏教学法的竞争回答学习模式,在某种程度上利用类似游戏教学法的竞争回答教学模式的建议下,将内在动机及内在认负荷进行连接。 The learning willingness of students in night vocational schooling is considered lower than other counterparts, such as general high school. To stimulate their willingness, this study adopted a game-like teaching approach by competing to answer quizzes to explore the three types of cognitive load in using this approach and to understanding the correlates of their learning interest and continuance intention to engage in this type of teaching. 373 senior vocational high students participated in this experiment, and data of 276 effectively were returned and subjected to confirmatory factor analysis and structure equation analysis. The results of this study revealed that among three types of cognitive load, only intrinsic cognitive load was positively correlated to learning interest under competing to answer quizzes, contrary, the other two types of cognitive load, extraneous and germane cognitive load were negatively correlated to learning interest. However, the higher level of learning interest participants had, the higher level of continuance intention to engage in this teaching approach they would. The implication of this result suggested that the intrinsic motivation and intrinsic cognitive load were connected in a way to learn in a competitive environment.