戶外主動式情境感知無所不在學習環境建置及其認知負荷與學習效果評估

The study aimed to explore the differences in English listening and three types of cognitive loads (intrinsic, extraneous and germane cognitive loads) between outdoor ubiquitous learning and indoor computer-assisted learning, as well as the relationships between English listening and the three types of cognitive loads. The participants were 160 students majoring in English. There were 53 male and 107 female. 80 students were random selected and assigned to the experimental group for outdoor ubiquitous learning, while the other 80 students were also random selected and assigned to the control group for indoor computer-assisted learning. The teaching experiment lasted 3 weeks. The ANCOVA was adopted with English listening prerequisite as a co-variance. The results revealed: (1) There was a significant difference in English listening between the two groups, while the experimental group outperformed the control group. (2) There were significant differences in extraneous and germane cognitive loads between the two groups; the experimental group was lower in extraneous cognitive load than the control group, while the experimental group was higher in germane cognitive load than the control group. There was no significant difference in intrinsic cognitive load between the two groups. (3) English listening was significantly and negatively correlated to extraneous cognitive load, positively correlated to germane cognitive load, and not correlated to intrinsic cognitive load. (4) Among the three types of cognitive loads, there was only a significantly negative relationship between extraneous and germane cognitive loads.