本研究旨在探討不同的多媒體教材呈現方式對幾何推理能力學習者之認知負荷影響與其學習策略為何，並藉由眼動追蹤技術動態觀察與紀錄學習者在數學解題歷程中之解題過程以及眼動資訊，依據眼動資料的量化分析與受測者受測後會談筆錄進行剖析探究，深入了解不同多媒體教材呈現方式以及不同幾何推理能力學習者之幾何解題歷程與認知負荷。本實驗教學採準實驗設計，實驗中的自變項是多媒體呈現方式與學習者幾何推理能力高低，依變項為認知負荷與學習成效，其中多媒體呈現方式分別為「旁白+圖文無標示重點+無字幕」、「旁白+圖文有標示重點+無字幕」、「旁白+圖文無標示重點+有字幕」、「旁白+圖文有標示重點+有字幕」等四種形式，其獲得之資訊，則使用描述性統計以及Cohen's d效果量來進行分析處理。分析資料包含學習者前測測驗成績、後測測驗成績、眼動相關資訊(各區域注視時間、注視次數、視覺軌跡)以及認知負荷測量。獲得以下結論：1.實驗教學之多媒體呈現對受試者柱體錐體之學習確實能給予有效幫助，尤其是對低幾何推理者。2.多媒體呈現方式對於高低幾何推理能力者認知負荷與成效有顯著影響。3.具體發現高低幾何推理能力者之訊息處理與學習策略。

A study using eye tracking technology to investigate the demonstration of multimedia and explore the cognitive loading and learning strategies of elementary school higher graders for Math – Illustrated with development graphics.The purpose of this study is to investigate the impact of cognitive loading and learning strategies and how demonstrations with multimedia teaching material affect the geometric reasoning ability of learners. It will also make use of the movement of eye tracking technology to observe and record the question resolution and eye movement information of learners during the math question process. Then, it will rely on quantitative analysis of eye movement information as well as written interviews of test subjects after the test to thoroughly appreciate the math question resolution process and cognitive loading. This includes demonstrations of diverse multimedia teaching materials and students of different geometric reasoning ability of learners.This experimental teaching has employed an experimental design. The independent variables are the demonstration of multimedia and geometric reasoning ability of learners. while the dependent variables are cognitive loading and geometric reasoning ability. Multimedia demonstrations are performed using "narration + graphics without marked keys + no subtitles," "narration + graphics with marked keys + no subtitles," "narration + graphics without marked keys + with subtitles," or "narration + graphics with marked keys + with subtitles." The information obtained will be analyzed by utilizing descriptive statistics and Cohen's d effect size. Analysis information includes pre-test test scores, post-test test scores, information related to eye movement (focus time of each domain, frequency of focus, visual tracking), and cognitive loading measurements of learners. The conclusions reached are: 1. experimental teaching based on multimedia demonstration can indeed effectively improve the learning of students in regards to cylinders and cones, especially low geometric reasoning ability of learners; 2. multimedia demonstrations have prominent impact on the cognitive loading of students, whether they be high or low geometric reasoning ability of learners; 3. there is a substantive link??? between the information processing and learning strategies regarding high and low geometric reasoning ability of learners

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