Cheng-Chieh Chang｜Assistant Professor, Institute of Education & Center of Teacher Education, National Taiwan Ocean University｜changjac@mail2000.com.tw
Yu-Ju Tsai｜Teacher, Shen-Mei Elementary, Keelung City
Laurence L.S. Lwo｜Professor, Institute of Education & Center of Teacher Education, National Taiwan Ocean University
▌Abstract
The purpose of this study is to explore the impacts of different modalities of multimedia on Tang poetry learning. The methodology is using quasi-experimental method based on the cognitive theory of multimedia learning. The subjects consist of 73 fourth-grade students from an elementary school in Keelung City. In the study, each student learns Tang poetry through three different modalities of multimedia in three different paragraphs (Mode 1: subtitles in colloquial Chinese, mode 2: narration in colloquial Chinese, Mode 3: narration with synchronized subtitles in colloquial Chinese) in three different paragraphs, and then a posttest as well as a questionnaire are conducted. Results of the study showed that multimedia materials with “colloquial subtitles” or with “colloquial narration and subtitles” are significantly more effective than that with “colloquial narration” only. Feedbacks from learners showed that 82.19% of the subjects liked to use multimedia learning materials in Tang poetry learning, 90.41% of the subjects agreed that multimedia learning materials made it easier to understand the content of Tang poetry, while 71.23% of the subjects preferred “colloquial narration with subtitles” mode of materials to learn Tang poetry.
Keywords: Multimedia Learning, Tang Poetry, Elementary School, Learning Effectiveness, Modalities of Multimedia