現在位置首頁 > 博碩士論文 > 詳目
論文中文名稱:電子教科書情緒性設計—情緒、態度、認知負荷與學習成效 [以論文名稱查詢館藏系統]
論文英文名稱:Emotional Design in e-Textbooks: Emotion, Attitude, Cognitive Load and Learning Performance [以論文名稱查詢館藏系統]
院校名稱:臺北科技大學
學院名稱:人文與社會科學學院
系所名稱:技術及職業教育研究所
畢業學年度:106
畢業學期:第一學期
出版年度:107
中文姓名:陳增娟
英文姓名:Tseng-Chuan Chen
研究生學號:96499008
學位類別:博士
語文別:中文
口試日期:2018/01/30
論文頁數:148
指導教授中文名:張基成
口試委員中文名:張基成;曾國鴻;羅希哲;趙志揚;陳怡容
中文關鍵詞:電子教科書情緒性設計認知負荷
英文關鍵詞:e-TextbookEmotional DesignCognitive Load
論文中文摘要:本研究旨在探討電子教科書情緒性設計對學習者的情緒、態度、認知負荷和學習成效之影響。本研究以某科技大學正在修習計算機概論課程之學生為實驗樣本。樣本共147人,其中實驗組一49人使用有情緒性設計之電子教科書學習、實驗組二47人使用無情緒性設計之電子教科書學習及對照組51人使用傳統紙本教科書學習。本研究將情緒性設計整合入電子教科書,使內容及設計成為情緒的載體,將視聽感受傳遞給學習者,以帶來豐富感知。研究結果顯示實驗中的物聯網及電腦病毒單元,使用有情緒性設計之電子教科書的學習者其後測情緒、學習態度和學習成效顯著優於使用傳統紙本教科書的學習者;而在此二單元使用有情緒性設計之電子教科書的學習者其認知負荷顯著低於無情緒性設計之電子教科書的學習者;在物聯網單元有情緒性設計之電子教科書的學習者其使用態度優於無情緒性設計之電子教科書和傳統紙本教科書的學習者。學習成效與情緒、使用態度、學習態度呈現顯著正相關,而與認知負荷呈現顯著負相關。上述結果符合認知負荷理論、多媒體學習認知理論。未來研究可考慮學習者的先備知識成績為另一個自變項,探討其對情緒、認知負荷、學習態度、使用態度及學習成效的影響。
論文英文摘要:The study was to explore how emotional design of e-textbooks has influences on learners’ emotion, attitude, cognitive load, and learning performance. The participants consisted of 147 students who were taking the “Basic Concept of Computer” course in a university of technology. The experimental group I with 49 people was assigned e-textbooks with emotional design, the experimental group II with 47 people was assigned e-textbooks without emotional design, and the contrast group was 51 people who use traditional textbooks. The study showed that learners who use emotional design e-textbooks with the content of Internet of Things and Computer Virus have better results in post-test emotion, learning attitude, and learning achievements than traditional textbooks. Cognitive load in these two units of learners are significantly lower than that without emotional design. As for usage attitude, only Internet of Things unit learners have better performance; the other two types of material learners didn’t show a significant difference. Learning achievement is positively correlated with emotion, usage attitude, and learning attitude, and is negatively correlated with cognitive load. The results above are consistent with cognitive load theory, and cognitive theory of multimedia learning. Future works could take learners’ prior knowledge as another independent variable, and explore how it affects emotion, cognitive load, attitude and learning performance.
論文目次:摘要 i
ABSTRACT ii
誌謝 iii
目次 iv
表次 vi
圖次 ix
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與問題 4
第三節 研究範圍與限制 4
第四節 名詞釋義 5
第二章 文獻探討 7
第一節 電子教科書 7
第二節 電子教科書與情緒性設計 10
第三節 電子教科書情緒性設計與學習情緒 15
第四節 電子教科書情緒性設計與態度 17
第五節 電子教科書情緒性設計與認知負荷 19
第六節 電子教科書情緒性設計與學習成效 23
第三章 研究方法 25
第一節 研究對象 25
第二節 研究架構 25
第三節 研究工具 28
第四節 實驗流程 61
第四章 研究結果與討論 63
第一節 樣本特性 63
第二節 研究結果 65
第三節 綜合討論 103
第五章 結論與建議 107
第一節 結論 107
第二節 未來研究建議 109
參考文獻 113
附錄 131
附錄一 132
附錄二 133
附錄三 134
附錄四 135
附錄五 136
附錄六 137
附錄七 138
附錄八 141
附錄九 144
論文參考文獻:壹、 中文部份
吳明隆(2010)。SPSS操作與應用變異數分析實務。臺北市:五南。
吳明隆(2011)。SPSS統計應用學習實務:問卷分析與應用統計。新北市:易習。
吳明隆、張毓仁(2011)。SPSS[PASW]與統計應用分析Ⅱ。臺北市:五南。
林清山(1985)。心理與教育統計學。臺北市:東華。
林文恭研究室(2017)。電腦軟體應用乙級檢定學科試題解析。臺北市:碁峯。
陳惠貞(2018)。最新計算機概論。臺北市:碁峯。
貳、 英文部份
Adams, F. M., & Osgood, C. E. (1973). A cross-cultural study of the affective meanings of color. Journal of Cross-Cultural Psychology, 4(2), 135-156. doi: 10.1177/002202217300400201
AL‐Ayash, A., Kane, R. T., Smith, D., & Green‐Armytage, P. (2015). The influence of color on student emotion, heart rate, and performance in learning environments. Color Research & Application.
Andre, T., Whigham, M., Hendrickson, A., & Chambers, S. (1997). Science and mathematics versus other school subject areas: Pupil attitudes versus parent attitudes.
Appleton, L. (2004). The use of electronic books in midwifery education: The student perspective. Health Information & Libraries Journal, 21(4), 245-252.
Armbruster, B. B., & Anderson, T. H. (1988). On selecting "considerate" content area textbooks. Remedial and Special Education, 9(1), 47-52.
Armbruster, B. B., Anderson, T. H., & Ostertag, J. (1989). Teaching text structure to improve reading and writing. The Reading Teacher(2), 130.
Astleitner, H. (2000). Designing emotionally sound instruction: The FEASP-approach. Instructional Science, 28(3), 169-198.
Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes1. In W. S. Kenneth & S. Janet Taylor (Eds.), Psychology of Learning and Motivation (Vol. 2, pp. 89-195): Academic Press.
Ayres, P., & Paas, F. (2007). Can the cognitive load approach make instructional animations more effective? Applied Cognitive Psychology, 21(6), 811-820. doi: 10.1002/acp.1351
Baddeley, A. (1998). Working memory. Comptes Rendus de l'Académie des Sciences - Series III - Sciences de la Vie, 321(2), 167-173. doi: http://dx.doi.org/10.1016/S0764-4469(97)89817-4
Bakhshi, S., & Gilbert, E. (2015). Red, purple and pink: The colors of diffusion on pinterest. PLoS One, 10(2), 1-20. doi: 10.1371/journal.pone.0117148
Berg, S. A., Hoffmann, K., & Dawson, D. (2010). Not on the same page: Undergraduates' information retrieval in electronic and print books. The Journal of Academic Librarianship, 36(6), 518-525. doi: http://dx.doi.org/10.1016/j.acalib.2010.08.008
Bradshaw, G. L. (2005). Multimedia textbooks and student learning. MERLOT Journal of Online Learning and Teaching, 1(2), 1-13.
Brand, S., Reimer, T., & Opwis, K. (2007). How do we learn in a negative mood? Effects of a negative mood on transfer and learning. Learning and Instruction, 17(1), 1-16. doi: http://dx.doi.org/10.1016/j.learninstruc.2006.11.002
Broughton, S. H., Sinatra, G. M., & Nussbaum, E. M. (2013). "Pluto has been a planet my whole life!" Emotions, attitudes, and conceptual change in elementary students' learning about Pluto's reclassification. Research in Science Education, 43(2), 529-550. doi: 10.1007/s11165-011-9274-x
Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction, 8(4), 293-332. doi: 10.1207/s1532690xci0804_2
Chang, M., Wang, C. Y., & Chen, G. D. (2009). National program for e-Learning in Taiwan. Educational Technology and Society, 12(1), 5-17.
Chen, C.-M., & Wang, H.-P. (2011). Using emotion recognition technology to assess the effects of different multimedia materials on learning emotion and performance. Library & Information Science Research, 33(3), 244-255. doi: http://dx.doi.org/10.1016/j.lisr.2010.09.010
Chiu, T. K. F. (2017). Introducing electronic textbooks as daily-use technology in schools: A top-down adoption process. British Journal of Educational Technology, 48(2), 524-537. doi: 10.1111/bjet.12432
Chulkov, D. V., & VanAlstine, J. (2013). College student choice among electronic and printed textbook options. Journal of Education for Business, 88(4), 216-222. doi: 10.1080/08832323.2012.672936
Chung, S., Cheon, J., & Lee, K.-W. (2015). Emotion and multimedia learning: An investigation of the effects of valence and arousal on different modalities in an instructional animation. Instructional Science, 43(5), 545-559. doi: 10.1007/s11251-015-9352-y
Cierniak, G., Scheiter, K., & Gerjets, P. (2009). Explaining the split-attention effect: Is the reduction of extraneous cognitive load accompanied by an increase in germane cognitive load? Computers in Human Behavior, 25, 315-324. doi: 10.1016/j.chb.2008.12.020
Clark, R. C., Nguyen, F., & Sweller, J. (2011). Efficiency in learning: Evidence-based guidelines to manage cognitive load: John Wiley & Sons.
Clarke, T., & Costall, A. (2008). The emotional connotations of color: A qualitative investigation. Color Research & Application, 33(5), 406-410. doi: 10.1002/col.20435
Cockton, G. (2002). From doing to being: Bringing emotion into interaction. Interacting with Computers, 14(2), 89-92. doi: 10.1016/S0953-5438(02)00002-4
Connell, C., Bayliss, L., & Farmer, W. (2012). Effects of ebook readers and tablet computers on reading comprehension. International Journal of Instructional Media, 39(2), 131-140.
Cronjé, J. C. (2011). Using Hofstede’s cultural dimensions to interpret cross-cultural blended teaching and learning. Computers & Education, 56(3), 596-603. doi: https://doi.org/10.1016/j.compedu.2010.09.021
Cutshall, R. C., Mollick, J. S., & Bland, E. M. (2009). Use of an e-textbook and web-based homework for an undergraduate business course: Students’ perceptions. Paper presented at the Association of Business Education/Finance Education Association joint conference.
D’Mello, S., & Graesser, A. (2012). Dynamics of affective states during complex learning. Learning and Instruction, 22(2), 145-157. doi: http://dx.doi.org/10.1016/j.learninstruc.2011.10.001
Daniel, D. B., & Willingham, D. (2012). Electronic textbooks: What's the rush? . Science, 335, 1569–1571. doi: 10.1126/science.335.6076.1569
Daniel, D. B., & Woody, W. D. (2013). E-textbooks at what cost? Performance and use of electronic v. print texts. Computers & Education, 62, 18-23. doi: http://dx.doi.org/10.1016/j.compedu.2012.10.016
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly: Management Information Systems, 13(3), 319-339.
DeLeeuw, K. E., & Mayer, R. E. (2008). A Comparison of Three Measures of Cognitive Load: Evidence for Separable Measures of Intrinsic, Extraneous, and Germane Load. Journal of Educational Psychology, 100(1), 223-234. doi: 10.1037/0022-0663.100.1.223
Derakshan, N., & Eysenck, M. W. (2009). Anxiety, processing efficiency, and cognitive performance: New developments from attentional control theory. European Psychologist, 14(2), 168-176. doi: 10.1027/1016-9040.14.2.168
Desmet, P. (2002). Designing emotions: Delft University of Technology. Department of Industrial Design.
Desmet, P. (2003). Measuring emotion: Development and application of an instrument to measure emotional responses to products Funology: From Usability to Enjoyment: Springer.
Desmet, P., & Hekkert, P. (2007). Framework of product experience. International journal of design, 1(1), 57-66.
Dzulkifli, M. A., & Mustafar, M. F. (2013). The influence of colour on memory performance: A review. Malaysian Journal of Medical Sciences, 20(2), 3-9.
Edmunds, R., Thorpe, M., & Conole, G. (2012). Student attitudes towards and use of ICT in course study, work and social activity: A technology acceptance model approach. British Journal of Educational Technology, 43(1), 71-84. doi: 10.1111/j.1467-8535.2010.01142.x
Efklides, A., Kourkoulou, A., Mitsiou, F., & Ziliaskopoulou, D. (2006). Metacognitive knowledge of effort, personality factors, and mood state: Their relationships with effort-related metacognitive experiences. Metacognition and Learning, 1(1), 33-49. doi: 10.1007/s11409-006-6581-0
Elliot, A. J., & Maier, M. A. (2014) Color psychology: Effects of perceiving color on psychological functioning in humans. Vol. 65. Annu Rev Psychol (pp. 95-120).
Elliot, A. J., Maier, M. A., Moller, A. C., Friedman, R., & Meinhardt, J. (2007). Color and psychological functioning: The effect of red on performance attainment. Journal of Experimental Psychology: General, 136(1), 154-168. doi: 10.1037/0096-3445.136.1.154
Entwistle, N., & McCune, V. (2004). The conceptual bases of study strategy inventories. Educational Psychology Review(4), 325.
Erez, A., & Isen, A. M. (2002). The influence of positive affect on the components of expectancy motivation. Journal of Applied Psychology, 87(6), 1055-1067. doi: 10.1037/0021-9010.87.6.1055
Eysenck, M. W., & Calvo, M. G. (1992). Anxiety and performance: The processing efficiency theory. Cognition and Emotion, 6(6), 409-434. doi: 10.1080/02699939208409696
Farley, F. H., & Grant, A. P. (1976). Arousal and cognition: Memory for color versus black and white multimedia presentation. Journal of Psychology: Interdisciplinary and Applied, 94(1), 147-150. doi: 10.1080/00223980.1976.9921410
Federal Communications Commission. (2012). Digital textbook playbook: The digital textbook collaborative. Retrieved June 29, 2015, from https://www.fcc.gov/encyclopedia/digital-textbook-playbook
Fouh, E., Breakiron, D. A., Hamouda, S., Farghally, M. F., & Shaffer, C. A. (2014). Exploring students learning behavior with an interactive etextbook in computer science courses. Computers in Human Behavior, 41, 478-485. doi: 10.1016/j.chb.2014.09.061
Fouh, E., Karavirta, V., Breakiron, D. A., Hamouda, S., Hall, S., Naps, T. L., & Shaffer, C. A. (2014). Design and architecture of an interactive eTextbook – The OpenDSA system. Science of Computer Programming, 88, 22-40. doi: http://dx.doi.org/10.1016/j.scico.2013.11.040
Frenzel, A. C., Pekrun, R., Perry, R. P., & Götz, T. (2007). The control-value theory of achievement emotions: An integrative approach to emotions in education.
Gao, X. P., Xin, J. H., Sato, T., Hansuebsai, A., Scalzo, M., Kajiwara, K., . . . Billger, M. (2007). Analysis of cross-cultural color emotion. Color Research and Application, 32(3), 223-229. doi: 10.1002/col.20321
Gerjets, P., Scheiter, K., Opfermann, M., Hesse, F. W., & Eysink, T. H. S. (2009). Learning with hypermedia: The influence of representational formats and different levels of learner control on performance and learning behavior. Computers in Human Behavior, 25, 360-370. doi: 10.1016/j.chb.2008.12.015
Gikas, J., & Grant, M. M. (2013). Mobile computing devices in higher education: Student perspectives on learning with cellphones, smartphones & social media. The Internet and Higher Education, 19, 18-26. doi: https://doi.org/10.1016/j.iheduc.2013.06.002
Goetz, T., Frenzel, A. C., Pekrun, R., & Hall, N. C. (2006). The domain specificity of academic emotional experiences. Journal of Experimental Education, 75(1), 5-29. doi: 10.3200/JEXE.75.1.5-29
Gu, X., & Zhang, R. (2014). Innovative application of e-textbook: Experiences from international projects. Modern Distance Education Research, 1, 55-61. doi: 10.3969/j.issn.1009-5195.2014.01.008
Harp, S. F., & Mayer, R. E. (1998). How seductive details do their damage: A theory of cognitive interest in science learning. Journal of Educational Psychology, 90(3), 414-434.
Hassenzahl, M. (2004). The interplay of beauty, goodness, and usability in interactive product. Human-Computer Interaction, 19(4), 319-349. doi: 10.1207/s15327051hci1904_2
Heddy, B. C., & Sinatra, G. M. (2013). Transforming misconceptions: Using transformative experience to promote positive affect and conceptual change in students learning about biological evolution. Science Education, 97(5), 723-744. doi: 10.1002/sce.21072
Heidig, S., Müller, J., & Reichelt, M. (2015). Emotional design in multimedia learning: Differentiation on relevant design features and their effects on emotions and learning. Computers in Human Behavior, 44, 81-95. doi: http://dx.doi.org/10.1016/j.chb.2014.11.009
Hudlicka, E. (2003). To feel or not to feel: The role of affect in human–computer interaction. International Journal of Human-Computer Studies, 59(1), 1-32. doi: https://doi.org/10.1016/S1071-5819(03)00047-8
Isen, A. M., Daubman, K. A., & Nowicki, G. P. (1987). Positive affect facilitates creative problem solving. J Pers Soc Psychol, 52(6), 1122-1131.
Izard, C. E. (1993). Four systems for emotion activation: Cognitive and noncognitive processes. Psychological review, 100(1), 68-90.
Jackson, C. M., Chow, S., & Leitch, R. A. (1997). Toward an understanding of the behavioral intention to use an information system. Decision Sciences, 28(2), 357-386.
Jeong, H. (2012). A comparison of the influence of electronic books and paper books on reading comprehension, eye fatigue, and perception. Electronic Library, 30(3), 390-408. doi: 10.1108/02640471211241663
Ji, S. W., Michaels, S., & Waterman, D. (2014). Print vs. electronic readings in college courses: Cost-efficiency and perceived learning. The Internet and Higher Education, 21(0), 17-24. doi: http://dx.doi.org/10.1016/j.iheduc.2013.10.004
Johnson, K. J., Waugh, C. E., & Fredrickson, B. L. (2010). Smile to see the forest: Facially expressed positive emotions broaden cognition. Cognition and Emotion, 24(2), 299-321. doi: 10.1080/02699930903384667
Jordan, P. W. (2000). Designing pleasurable products: An introduction to the new human factors. London: Taylor & Francis
Kai-Christoph, H., Julia, H., & Kai, K. (2014). The interplay between usability and aesthetics: More evidence for the "what is usable is beautiful" notion. Advances in Human-Computer Interaction, 243.
Kaiser, P. K. (1984). Physiological response to color: A critical review. Color Research & Application, 9(1), 29-36. doi: 10.1002/col.5080090106
Kalyuga, S. (2010). Schema acquisition and sources of cognitive load. In J. L. Plass, R. Brünken & R. Moreno (Eds.), Cognitive Load Theory (pp. 48-64). Cambridge: Cambridge University Press.
Kang, Y.-Y., Wang, M.-J. J., & Lin, R. (2009). Usability evaluation of e-books. Displays, 30(2), 49-52.
Kartal, G. (2010). Does language matter in multimedia learning? Personalization principle revisited. Journal of Educational Psychology, 102(3), 615.
Kaya, N., & Epps, H. H. (2004). Relationship between color and emotion: A study of college students. College Student Journal, 38(3), 396.
Kenealy, P. M. (1986). The velten mood induction procedure: A methodological review. Motivation and Emotion, 10(4), 315-335. doi: 10.1007/BF00992107
Kim, J. H. Y., & Jung, H. Y. (2010). South Korean digital textbook project. Computers in the Schools, 27(3-4), 247-265. doi: 10.1080/07380569.2010.523887
Kirschner, P., Strijbos, J.-W., Kreijns, K., & Beers, P. J. (2004). Designing electronic collaborative learning environments. Educational Technology Research & Development, 52(3), 47-66.
Kleinginna, P. R., & Kleinginna, A. M. (1981). A categorized list of emotion definitions, with suggestions for a consensual definition. Motivation and Emotion, 5(4), 345-379. doi: 10.1007/bf00992553
Knörzer, L., Brünken, R., & Park, B. (2016a). Emotions and multimedia learning: The moderating role of learner characteristics. Journal of Computer Assisted Learning, 32(6), 618-631. doi: 10.1111/jcal.12158
Knörzer, L., Brünken, R., & Park, B. (2016b). Facilitators or suppressors: Effects of experimentally induced emotions on multimedia learning. Learning and Instruction, 44, 97-107. doi: http://dx.doi.org/10.1016/j.learninstruc.2016.04.002
Krapp, A. (2005). Basic needs and the development of interest and intrinsic motivational orientations. Learning and Instruction, 15(5), 381-395.
Kukulska-Hulme, A. (2012). How should the higher education workforce adapt to advancements in technology for teaching and learning? The Internet and Higher Education, 15(4), 247-254. doi: https://doi.org/10.1016/j.iheduc.2011.12.002
Kumi, R., Conway, C. M., Limayem, M., & Goyal, S. (2013). Learning in color: How color and affect influence learning outcomes. Professional Communication, IEEE Transactions on, 56(1), 2-15. doi: 10.1109/TPC.2012.2208390
Lavie, T., & Tractinsky, N. (2004). Assessing dimensions of perceived visual aesthetics of web sites. International Journal of Human - Computer Studies, 60, 269-298. doi: 10.1016/j.ijhcs.2003.09.002
Lederer, A. L., Maupin, D. J., Sena, M. P., & Zhuang, Y. (2000). Technology acceptance model and the World Wide Web. Decision Support Systems, 29(3), 269-282. doi: 10.1016/S0167-9236(00)00076-2
Leppink, J., Paas, F., Van der Vleuten, C. P. M., Van Gog, T., & Van Merriënboer, J. J. G. (2013). Development of an instrument for measuring different types of cognitive load. Behav Res Methods, 45(4), 1058-1072. doi: 10.3758/s13428-013-0334-1
Leppink, J., Paas, F., van Gog, T., van der Vleuten, C. P. M., & van Merriënboer, J. J. G. (2014). Effects of pairs of problems and examples on task performance and different types of cognitive load. Learning and Instruction, 30, 32-42. doi: 10.1016/j.learninstruc.2013.12.001
Leutner, D. (2014). Motivation and emotion as mediators in multimedia learning. Learning and Instruction, 29, 174-175. doi: 10.1016/j.learninstruc.2013.05.004
Liaw, S.-S., Hatala, M., & Huang, H.-M. (2010). Investigating acceptance toward mobile learning to assist individual knowledge management: Based on activity theory approach. Computers & Education, 54(2), 446-454. doi: https://doi.org/10.1016/j.compedu.2009.08.029
Liesaputra, V., & Witten, I. H. (2012). Realistic electronic books. International Journal of Human-Computer Studies, 70(9), 588-610.
Liew, T. W., & Tan, S. M. (2016). The effects of positive and negative mood on cognition and motivation in multimedia learning environment. Educational Technology and Society, 19(2), 104-115.
Linnenbrink-Garcia, L., & Pekrun, R. (2011). Students’ emotions and academic engagement: Introduction to the special issue. Contemporary Educational Psychology, 36(1), 1-3. doi: http://dx.doi.org/10.1016/j.cedpsych.2010.11.004
Linnenbrink, E. A., & Pintrich, P. R. (2002). Achievement goal theory and affect: An asymmetrical bidirectional model. Educational Psychologist, 37(2), 69-78.
Liu, Z. (2005). Reading behavior in the digital environment: Changes in reading behavior over the past ten years. Journal of Documentation, 61(6), 700-712. doi: 10.1108/00220410510632040
Lu, W., & Petiot, J.-F. (2014). Affective design of products using an audio-based protocol: Application to eyeglass frame. International Journal of Industrial Ergonomics, 44(3), 383-394. doi: https://doi.org/10.1016/j.ergon.2014.01.004
Maio, G., & Haddock, G. (2010). The psychology of attitudes and attitude change. London: SAGE Publications Ltd.
Mangen, A., Walgermo, B. R., & Brønnick, K. (2013). Reading linear texts on paper versus computer screen: Effects on reading comprehension. International Journal of Educational Research, 58, 61-68. doi: http://dx.doi.org/10.1016/j.ijer.2012.12.002
Martin, F., & Ertzberger, J. (2013). Here and now mobile learning: An experimental study on the use of mobile technology. Computers & Education, 68, 76-85. doi: https://doi.org/10.1016/j.compedu.2013.04.021
Mayer, R. E. (2002). Multimedia learning. Psychology of Learning and Motivation, 41, 85-139. doi: http://dx.doi.org/10.1016/S0079-7421(02)80005-6
Mayer, R. E. (2009). Multimedia learning. New York: Cambridge University Press.
Mayer, R. E. (2014). Introduction to multimedia learning The Cambridge Handbook of Multimedia Learning, Second Edition (pp. 1-24).
Mayer, R. E., & Estrella, G. (2014). Benefits of emotional design in multimedia instruction. Learning and Instruction, 33, 12-18. doi: http://dx.doi.org/10.1016/j.learninstruc.2014.02.004
Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43-52. doi: 10.1207/S15326985EP3801_6
McFall, R., Dershem, H., & Davis, D. (2006). Experiences using a collaborative electronic textbook: Bringing the "guide on the side" home with you.
Mehta, R., & Zhu, R. (2009). Blue or red? Exploring the effect of color on cognitive task performances. Science, 323(5918), 1226-1229. doi: 10.1126/science.1169144
Miller, B. N., & Ranum, D. L. (2012). Beyond PDF and ePub: Toward an interactive textbook. Paper presented at the 17th ACM Conference on Innovation and Technology in Computer Science Education, ITiCSE'12, Haifa.
Mitropoulou, V. (2012). Interactive books for primary and secondary education for the course of religion IN Greece. Paper presented at the IADIS International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2012, Madrid.
Moorefield-Lang, H. (2013). An exploration of e-textbooks. Library Media Connection, 31(6), 18-19.
Moreno, R. (2006). Does the modality principle hold for different media? A test of the method-affects-learning hypothesis. Journal of Computer Assisted Learning, 22(3), 149-158.
Moreno, R. (2007). Optimising learning from animations by minimising cognitive load: Cognitive and affective consequences of signalling and segmentation methods. Applied Cognitive Psychology, 21(6), 765-781. doi: 10.1002/acp.1348
Moreno, R., & Mayer, R. (2007). Interactive multimodal learning environments. Educational Psychology Review, 19(3), 309-326. doi: 10.1007/s10648-007-9047-2
Naz, K., & Epps, H. (2004). Relationship between color and emotion: A study of college students. College Student J, 38(3), 396.
Nelson, L. L., Arthur, E. J., Jensen, W. R., & Van Horn, G. (2011). Trading textbooks for technology: New opportunities for learning. Phi Delta Kappan, 92(7), 46.
Ng, K. H., & Chiu, T. K. F. (2017). Emotional multimedia design for developing mathematical problem-solving skills. In W. W. K. Ma, C.-K. Chan, K.-w. Tong, H. Fung & C. W. R. Fong (Eds.), New Ecology for Education — Communication X Learning: Selected Papers from the HKAECT-AECT 2017 Summer International Research Symposium (pp. 131-141). Singapore: Springer Singapore.
Nicholas, A. J., & Lewis, J. K. (2013). Learning enhancement or headache: Faculty and E-textbooks. International Journal of Information Systems in the Service Sector, 5(4), 63-71. doi: 10.4018/ijisss.2013100105
Nicholas, D., Rowlands, I., & Jamali, H. R. (2010). E-textbook use, information seeking behaviour and its impact: Case study business and management. Journal of information Science, 36(2), 263-280.
Norman, D. A. (2004). Emotional design : Why we love (or hate) everyday things. New York: Oxford
Norman, D. A., Ortony, A., & Russell, D. M. (2003). Affect and machine design: Lessons for the development of autonomous machines. Ibm systems journal, 42(1), 38-44.
Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38(1), 1-4. doi: 10.1207/S15326985EP3801_1
Paas, F., & Sweller, J. (2014). Implications of cognitive load theory for multimedia learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (2 ed., pp. 27-42). Cambridge: Cambridge University Press.
Paas, F., Tuovinen, J. E., Van Merriënboer, J. J. G., & Darabi, A. A. (2005). A motivational perspective on the relation between mental effort and performance: Optimizing learner involvement in instruction. Educational Technology Research and Development, 53(3), 25-34.
Paas, F. G. W. C., & Van Merriënboer, J. J. G. (1994). Instructional control of cognitive load in the training of complex cognitive tasks. Educational Psychology Review, 6(4), 351-371. doi: 10.1007/bf02213420
Paivio, A. (2008). Mental Representations: A dual coding approach.
Pan, Y. (2010). Attentional capture by working memory contents. Canadian Journal of Experimental Psychology, 64(2), 124-128. doi: 10.1037/a0019109
Park, B., Knörzer, L., Plass, J. L., & Brünken, R. (2015). Emotional design and positive emotions in multimedia learning: An eyetracking study on the use of anthropomorphisms. Computers & Education, 86, 30-42. doi: http://dx.doi.org/10.1016/j.compedu.2015.02.016
Park, B., Plass, J. L., & Brünken, R. (2014). Cognitive and affective processes in multimedia learning. Learning and Instruction, 29, 125-127. doi: http://dx.doi.org/10.1016/j.learninstruc.2013.05.005
Park, S. Y., Nam, M. W., & Cha, S. B. (2012). University students' behavioral intention to use mobile learning: Evaluating the technology acceptance model. British Journal of Educational Technology, 43(4), 592-605. doi: 10.1111/j.1467-8535.2011.01229.x
Parrish, P. (2005). Embracing the aesthetics of instructional design. Educational Technology, 45(2), 16-25.
Pekrun, R. (1992). The impact of emotions on learning and achievement: towards a theory of cognitive/motivational mediators. Applied Psychology, 41(4), 359-376. doi: 10.1111/j.1464-0597.1992.tb00712.x
Pekrun, R. (2005). Progress and open problems in educational emotion research. Learning and Instruction, 15(5), 497-506. doi: http://dx.doi.org/10.1016/j.learninstruc.2005.07.014
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315-341. doi: 10.1007/s10648-006-9029-9
Pekrun, R., Elliot, A. J., & Maier, M. A. (2006). Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of Educational Psychology, 98(3), 583-597. doi: 10.1037/0022-0663.98.3.583
Pekrun, R., Frenzel, A. C., Goetz, T., & Perry, R. P. (2007). Chapter 2 - The control-value theory of achievement emotions: An integrative approach to emotions in education. In P. A. S. Pekrun (Ed.), Emotion in education (pp. 13-36). Burlington: Academic Press.
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91-105.
Pekrun, R., Hall, N. C., Goetz, T., & Perry, R. P. (2014). Boredom and academic achievement: Testing a model of reciprocal causation. Journal of Educational Psychology, 106(3), 696.
Pekrun, R., Lichtenfeld, S., Marsh, H. W., Murayama, K., & Goetz, T. (2017). Achievement emotions and academic performance: longitudinal models of reciprocal effects. Child Dev. doi: 10.1111/cdev.12704
Petrides, L., Jimes, C., Middleton‐Detzner, C., Walling, J., & Weiss, S. (2011). Open textbook adoption and use: Implications for teachers and learners. Open Learning: The Journal of Open, Distance and e-Learning, 26(1), 39-49. doi: 10.1080/02680513.2011.538563
Petty, R. E., & Briñol, P. (2015). Emotion and persuasion: Cognitive and meta-cognitive processes impact attitudes. Cognition and Emotion, 29(1), 1-26. doi: 10.1080/02699931.2014.967183
Pierce, R., Stacey, K., & Barkatsas, A. (2007). A scale for monitoring students’ attitudes to learning mathematics with technology. Computers & Education, 48, 285-300. doi: 10.1016/j.compedu.2005.01.006
Plass, J. L., Heidig, S., Hayward, E. O., Homer, B. D., & Um, E. (2014). Emotional design in multimedia learning: Effects of shape and color on affect and learning. Learning and Instruction, 29, 128-140. doi: 10.1016/j.learninstruc.2013.02.006
Prensky, M. (2001). Digital natives, digital immigrants Part 1. On the Horizon, 9(5), 1-6. doi: doi:10.1108/10748120110424816
Rau, P.-L. P., Gao, Q., & Wu, L.-M. (2008). Using mobile communication technology in high school education: Motivation, pressure, and learning performance. Computers & Education, 50(1), 1-22. doi: https://doi.org/10.1016/j.compedu.2006.03.008
Reynolds, R. (2011). Trends influencing the growth of digital textbooks in US higher education. Publishing Research Quarterly, 27(2), 178-187. doi: 10.1007/s12109-011-9216-5
Rockinson-Szapkiw, A. J., Courduff, J., Carter, K., & Bennett, D. (2013). Electronic versus traditional print textbooks: A comparison study on the influence of university students' learning. Computers & Education, 63, 259-266.
Ros, S., Hernández, R., Caminero, A., Robles, A., Barbero, I., Maciá, A., & Holgado, F. P. (2014). On the use of extended TAM to assess students' acceptance and intent to use third-generation learning management systems. British Journal of Educational Technology, 46(6), 1250-1271. doi: 10.1111/bjet.12199
Roslina, W., Fahmy, S., Fariha, Z., Haslinda, N., Yacob, A., Sukinah, N., & Suhana, N. (2013). The effect of e-book on students’ learning styles : A study in Terengganu, Malaysia. Paper presented at the 2013 International Conference on Advanced ICT and Education (ICAICTE-13).
Ross, K. M., Pye, R. E., & Randell, J. (2016). Reading touch screen storybooks with mothers negatively affects 7-year-old readers’ comprehension but enriches emotional engagement. Front Psychol, 7(1728). doi: 10.3389/fpsyg.2016.01728
Saadé, R. G., He, X., & Kira, D. (2007). Exploring dimensions to online learning. Computers in Human Behavior, 23(4), 1721-1739. doi: https://doi.org/10.1016/j.chb.2005.10.002
Saito, M. (1996). Comparative studies on color preference in Japan and other Asian regions, with special emphasis on the preference for white. Color Research & Application, 21(1), 35-49. doi: 10.1002/(SICI)1520-6378(199602)21:1<35::AID-COL4>3.0.CO;2-6
Schomisch, S., Zens, M., & Mayr, P. (2013). Are e-readers suitable tools for scholarly work? Results from a user test. Online Information Review, 37(3), 388-404.
Schutz, P. A., & Pekrun, R. (2007). Introduction to emotion in education. Emotion in education, 3-10.
Seadle, M., Vassiliou, M., & Rowley, J. (2008). Progressing the definition of “e-book”. Library Hi Tech, 26(3), 355-368.
Seibert, P. S., & Ellis, H. C. (1991). Irrelevant thoughts, emotional mood states, and cognitive task performance. Memory & Cognition, 19(5), 507-513. doi: 10.3758/BF03199574
Seva, R. R., Duh, H. B.-L., & Helander, M. G. (2007). The marketing implications of affective product design. Applied Ergonomics, 38(6), 723-731. doi: https://doi.org/10.1016/j.apergo.2006.12.001
Shepperd, J. A., Grace, J. L., & Koch, E. J. (2008). Evaluating the electronic textbook: is it time to dispense with the paper text? Teaching of Psychology, 35(1), 2-5. doi: 10.1080/00986280701818532
Shih, Y.-H., & Liu, M. (2008). The importance of emotional usability. Journal of Educational Technology Systems, 36(2), 203-218.
Smith, S. M., & Woody, P. C. (2000). Interactive effect of multimedia instruction and learning styles. Teaching of Psychology, 27(3), 220-223. doi: 10.1207/S15328023TOP2703_10
Soma, I., & Saito, M. (1997). Cross-cultural survey on color preferences in three Asian cities. In S. Wapner, J. Demick, T. Yamamoto & T. Takahashi (Eds.), Handbook of Japan-United States Environment-Behavior Research (pp. 101-112): Springer US.
Springer. (2010). A survey of e-book usage and perceptions at the University of Liverpool:University of Liverpool e-book study: Part 2. Retrieved June 29, 2015, from http://static.springer.com/sgw/documents/1343310/application/pdf/V7671_Liverpool_White_Paper_Part2%5B1%5D.pdf
Staiger, J. (2012). How e-books are used: A literature review of the e-book studies conducted from 2006 to 2011. Reference & User Services Quarterly(4), 355.
Stone, N. J. (2001). Designing effective study environments. Journal of Environmental Psychology, 21(2), 179-190. doi: 10.1006/jevp.2000.0193
Stone, R. W., & Baker-Eveleth, L. (2013). Students’ expectation, confirmation, and continuance intention to use electronic textbooks. Computers in Human Behavior, 29(3), 984-990. doi: http://dx.doi.org/10.1016/j.chb.2012.12.007
Su, H., & Ma, X. (2010). Research on color's effect on learning efficiency and its use in multimedia courseware. Paper presented at the Education Technology and Computer Science (ETCS), 2010 Second International Workshop on.
Such, M. J., Barberà, R., Poveda, R., Belda-Lois, J.-M., Gómez, A., López, A., . . . Sánchez, M. (2006). The use of emotional design techniques in user oriented design of interfaces within a smart house environment: Case study. Technology & Disability, 18(4), 201-206.
Suk, H. J., & Irtel, H. (2010). Emotional response to color across media. Color Research and Application, 35(1), 64-77. doi: 10.1002/col.20554
Sun, J., Flores, J., & Tanguma, J. (2012). E‐Textbooks and students’ learning experiences. Decision Sciences Journal of Innovative Education, 10(1), 63-77.
Suzuki, M. (2010). Japan to pilot digital textbooks in classrooms. Agence France-Press http://www. afp. com (Consultado 22/10/2011).
Suzuki, W. A., Baddeley, A., Gathercole, S. E., & Engle, R. W. (2007). Working memory Science of Memory: Concepts.
Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, 4(4), 295-312. doi: 10.1016/0959-4752(94)90003-5
Sweller, J. (2010). Element interactivity and intrinsic, extraneous, and germane cognitive Load. Educational Psychology Review, 22(2), 123-138. doi: 10.1007/s10648-010-9128-5
Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory: New York, NY : Springer
Sweller, J., Van Merrienboer, J. J. G., & Paas, F. G. W. C. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10(3), 251-296.
Teo, T., Lee, C. B., & Chai, C. S. (2008). Understanding pre-service teachers' computer attitudes: applying and extending the technology acceptance model. Journal of Computer Assisted Learning, 24(2), 128-143. doi: 10.1111/j.1365-2729.2007.00247.x
Tractinsky, N., Katz, A. S., & Ikar, D. (2000). What is beautiful is usable. Interacting with Computers, 13(2), 127-145. doi: 10.1016/S0953-5438(00)00031-X
Treichler, D. G. (1967). Are you missing the boat in training aids. Film and audio-visual communication, 1, 14-16.
Tsai, C. C., Chen, N. S., & Chen, G. D. (2010). The current status and future of e‐learning in Taiwan. Innovations in Education and Teaching International, 47(1), 5-7. doi: 10.1080/14703290903525879
Tuch, A. N., Roth, S. P., Hornbæk, K., Opwis, K., & Bargas-Avila, J. A. (2012). Is beautiful really usable? Toward understanding the relation between usability, aesthetics, and affect in HCI. Computers in Human Behavior, 28(5), 1596-1607. doi: https://doi.org/10.1016/j.chb.2012.03.024
Tze, V. M., Daniels, L. M., & Klassen, R. M. (2015). Evaluating the relationship between boredom and academic outcomes: A meta-analysis. Educational Psychology Review, 1-26.
Um, E., Plass, J. L., Hayward, E. O., & Homer, B. D. (2012). Emotional design in multimedia learning. Journal of Educational Psychology, 104(2), 485-498. doi: 10.1037/a0026609
Valdez, P., & Mehrabian, A. (1994). Effects of color on emotions. Journal of Experimental Psychology: General, 123(4), 394.
van Merriënboer, J. J. G., & Ayres, P. (2005). Research on cognitive load theory and its design implications for e-learning. Educational Technology Research and Development(3), 5.
Venkatesh, V., & Davis, F. D. (1996). A model of the antecedents of perceived ease of use: Development and test. Decision Sciences, 27(3), 451-477.
Vogel, D., Kennedy, D. M., Kuan, K., Ron, K., & Jean, L. (2007). Do mobile device applications affect learning?
Walters, J., Apter, M. J., & Svebak, S. (1982). Color preference, arousal, and the theory of psychological reversals. Motivation and Emotion, 6(3), 193-215. doi: 10.1007/BF00992245
Wang, S., & Bai, X. (2016). University students awareness, usage and attitude towards e-books: Experience from China. The Journal of Academic Librarianship, 42(3), 247-258. doi: https://doi.org/10.1016/j.acalib.2016.01.001
Wichmann, F. A., Sharpe, L. T., & Gegenfurtner, K. R. (2002). The contributions of color to recognition memory for natural scenes. Journal of Experimental Psychology: Learning Memory and Cognition, 28(3), 509-520. doi: 10.1037//0278-7393.28.3.509
Wilms, L., & Oberfeld, D. (2017). Color and emotion: effects of hue, saturation, and brightness. Psychological Research. doi: 10.1007/s00426-017-0880-8
Windell, D., & Wiebe, E. (2007). Measuring cognitive load in multimedia instruction: A comparison of two instruments. Paper presented at the Annual meeting of the American Educational Research Association.
Wolfson, S., & Case, G. (2000). The effects of sound and colour on responses to a computer game. Interacting with Computers, 13(2), 183-192. doi: http://dx.doi.org/10.1016/S0953-5438(00)00037-0
Woody, W. D., Daniel, D. B., & Baker, C. A. (2010). E-books or textbooks: Students prefer textbooks. Computers & Education, 55(3), 945-948.
Yalman, M. (2015). Preservice teachers’ views about e-book and their levels of use of e-books. Procedia - Social and Behavioral Sciences, 176(0), 255-262. doi: http://dx.doi.org/10.1016/j.sbspro.2015.01.469
Yang, H. (2012). Digital textbook initiatives in Korea. Retrieved June 29, 2015, from http://www.unescobkk.org/education/ict/online-resources/databases/ict-in-education-database/item/article/digital-textbook-initiatives-in-korea/
Yi, P. (2010). Attentional capture by working memory contents. Canadian Journal of Experimental Psychology, 64(2), 124-128. doi: 10.1037/a0019109
Zheng, R., McAlack, M., Wilmes, B., Kohler-Evans, P., & Williamson, J. (2009). Effects of multimedia on cognitive load, self-efficacy, and multiple rule-based problem solving. British Journal of Educational Technology, 40(5), 790-803. doi: 10.1111/j.1467-8535.2008.00859.x
論文全文使用權限:不同意授權