跳到主要內容

簡易檢索 / 詳目顯示

研究生: 詹德斌
Jacky Chan
論文名稱: 多媒體資訊對新興金融產品宣導之研究
指導教授: 范懿文
Yi-Wen Fan
口試委員:
學位類別: 碩士
Master
系所名稱: 管理學院 - 資訊管理學系
Department of Information Management
畢業學年度: 89
語文別: 中文
論文頁數: 77
中文關鍵詞: 多媒體工作記憶區基模認知負荷形式效果分散注意力效果MMA資金管理帳戶集中管理帳戶
相關次數: 點閱:18下載:0
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報

  • 所以,本研究利用不同的媒體組合方式和資訊內容的整合程度,來探討新興金融產品多媒體宣導方式對資訊接收者反應和認知負荷量的影響,並進一步驗證認知負荷量和資訊接收者反應之間的相關性。本研究發現圖表+聲音解說的媒體組合比目前廣泛使用在新興金融產品的廣告文宣和網站產品專區的圖表+文字敘述的媒體組合,對資訊接收者有較低認知負荷量和較佳的記憶、態度和行為意圖反應;而且認知負荷量和資訊接收者的記憶、態度和行為意圖反應皆呈現負相關。
    期望本研究結果可以建立採用多媒體技術和多媒體資訊系統的參考原則,提供使用多媒體技術或後續實徵性研究一些建議,包括未來的研究方向和所應注意的事項,並能提供學術界和實務界參考之用。


    目 錄I 圖目錄III 表目錄IV 第一章 緒論1 第一節 研究背景2 第二節 研究動機2 第三節 研究目的3 第四節 研究的預期貢獻4 第五節 研究範圍4 第六節 研究程序與論文架構5 第二章 文獻探討7 第一節 多媒體議題與相關技術應用現況7 第二節 認知架構理論11 第三節 認知負荷理論14 第四節 資訊接收者的態度和行為意圖21 第三章 研究設計27 第一節 研究方法的選擇27 第二節 研究架構28 第三節 變數的定義與操作化30 第四節 研究假說32 第五節 實驗設計37 第四章 資料分析45 第一節 資料分析方法45 第二節 受測者基本資料分析47 第三節 量表信度檢定49 第四節 研究一假說之假定49 第五節 研究二假說之檢定53 第六節 研究三假說之檢定57 第七節 研究四假說之檢定59 第八節 研究假說彙整與討論61 第五章 結論與建議64 第一節 研究結論64 第二節 對實務的建議66 第三節 研究貢獻68 第四節 研究限制70 第五節 對未來研究之建議71 參考文獻74 附錄一 問卷A1-1 一、前測問卷A1-1 二、實驗問卷A1-4 附錄二 實驗系統畫面A2-1 一、圖表+聲音解說組(第一、二組)A2-1 二、圖表+文字說明組(第三、四組)A2-8

    中文部分
    顏月珠,1995,商用統計學,修訂九版,三民書局。
    黃克文,1996,「認知負荷與個人特質及學習成就之關聯」,國立台南師範學院國民教育研究所碩士論文。
    陳彙芳、范懿文,2000,「認知負荷對多媒體電腦輔助學習成效之影響研究」,資訊管理研究,第2卷,第2期,45-60頁。
    大安商業銀行網站,http://www.dab.com.tw (資料參考時間2001年1月)
    華信商業銀行MMA產品專區,http://b2c.mma.com.tw (資料參考時間2001年1月)
    英文部分
    Ajzen, I., (1985), “From Intentions to Actions: A Theory of Planned Behavior,” Action-Control: From Cognition to Behavior, Heidelberg: Springer.
    Ajzen, I., (1991), “The Theory of Planned Behavior,” Organizational Behavior and Human Decision Processes, 50, 179 — 211.
    Ajzen, Icek and Martin Fishbein, (1980), Understanding Attitudes and Predicting Social Behavior, Englewood Cliffs, NJ: Prentice-Hall.
    Arbuthnot, C. P., and Khalil, H., (1993), “RACE project DIVIDEND. An Application for the Finance Sector,” BT Technology Journal, 11(1), 12 - 18.
    Baddeley, A., (1992), “Working Memory,” Science, 255, 556 - 559.
    Betracourt, M., and Bisseret, A., (1998), “Integrating Textual and Pictorial Information via Pop-Up Windows: an Experimental Study,” Behaviour & Information Technology, 17(5), 263 — 273.
    Bobis, J., Sweller, J., Cooper, M., (1993), “Cognitive Load Effects in a Primary-School Geometry Task,” Learning & Instruction, 3, 1 — 21.
    Chase, W. G., and Simon, H. A., (1973), “Perception in Chess,” Cognitive Psychology, 4, 55 — 81.
    Fishbein, M. and Ajzen, I., (1975), Belief, Attitude, Intention, and Behavior: An Introduction to Theory and Research, MA: Addison-Wesley.
    Gunasekaran, A., and Love, P.E.D., (1999), “Current and Future Directions of Multimedia Technology in Business,” International Journal of Information Management, 19(2), 105 - 120.
    Hardaway, D., and Will, R.P., (1997), “Digital Multimedia Offers Key to Educational Reform,” Communications of the ACM, 40(4), 90 — 96.
    Hartley, K.W., (1999), “Media Overload in Instructional Web Pages and the Impact on Learning,” Educational Media International, 36(2), 145 - 150.
    Jeung, H. J., Chandler, P., Sweller, J., (1997), “The Role of Visual Indicators in Dual Sensory Mode Instruction,” Educational Psychology, 17(3), 329 - 343.
    Lauond, K.C., Laudon, J.P., (1998). Management Information System:New Approaches to Organization & Technology, Prentice Hall, Inc.
    Kalyuga, S., Chandler, P., Sweller, J., (1998), “Levels of Expertise and Instructional Design,” Human Factors, 26, 1 - 17.
    Kalyuga, S., Chandler, P., Sweller, J., (2000), “Incorporating Learner Experience Into the Design of Multimedia Instruction,” Journal of Educational Psychology, 92(1), 126 - 136.
    Mayer, R. E., Moreno, R., (1998), “A Split-Attention Effect in Multimedia Learning: Evidence for Dual Processing Systems in Working Memory,” Journal of Educational Psychology, 90(2), 312 — 320.
    Moreno, R., Mayer, R. E., (1999), “Cognitive Principles of Multimedia Learning:The Role of Modality and Contiguity,” Journal of Educational Psychology, 91(2), 358 - 368.
    Mousavi, S. Y., Low, R., Sweller, J., (1995), “Reducing Cognitive Load by Mixing Auditory and Visual Presentation Modes,” Journal of Educational Psychology, 87(2), 319 - 334.
    Nunnally, J. C. (1978), Psychometric Theory, NY: McGraw-Hill.
    Paas, F. G. W. C., (1992), “Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive-load approach,” Journal of Educational Psychology, 84(4), 429-434.
    Paas, F. G. W. C. & Van Merriënboer, J. J. G., (1994), “Variability of Worked Examples and Transfer of Geometrical Problem-Solving Skills: A Cognitive-Load Approach,” Journal of Educational Psychology, 86(1), 122 - 133.
    Papandreou, C.A., and Adamopoulos, D.X., (1998), “Modelling a Multimedia Communication System for Education and Training,” Computer Communication, 21(6), 584 - 589.
    Penney, C. G., (1989), “Modality Effects and the Structure of Short-Term Verbal Memory,” Memory and Cognition, 17(4), 398 - 422.
    Roberts, P., and Henderson, R., (2000), “Information Technology Acceptance in a Sample of Government Employees: a Test of the Technology Acceptance Model,” Interacting with Computers, 12(5), 427 — 443.
    Schneider, W., and Shiffrin, R., (1977), “Controlled and Automatic Human Information Processing: I. Detection, Search and Attention,” Psychology Review, 84, 1 - 66.
    Shiffrin, R., and Schneider, W., (1977), “Controlled and Automatic Human Information Processing: II. Perceptual Learning, Automatic Attending, and a General Theory,” Psychology Review, 84, 127 - 190.
    Sweller, J., Merrienboer, J. G. v., and Pass, F. G.W. C., (1998), “Cognitive Architecture and Instructional Design,” Educational Psychology Review, 10(3), 251 - 296.
    Taylor, Shirley and Peter A. Todd, (1995a), “Decomposition and Cross Effects in the Theory of Planned Behavior: A Study of Consumer Adoption Intentions,” International Journal of Research in Marketing, 12(2), 137 - 155.
    Taylor, Shirley and Peter A. Todd, (1995b), “Understanding Information Technology Usage: A Test of Competing Models,” Information Systems Research, 6(2), 144-177.
    Tindall-Ford, S., Chandler, P, Sweller, J., (1997), “When Two Sensory Modes Are Better Than One,” Journal of Experimental Psychology, 3(4), 257 — 287.
    Wierwille, W. W., and Eggemeier, F. L., (1993), “Recommendations for Mental Workload Measurement in a Test and Evaluation Environment,” Human Factors, 35, 263 — 281.
    Yeung, A. S., Jin P., and Sweller, J., (1997), “Cognitive Load and Learner Expertise: Split-Attention and Redundancy Effects in Reading with Explanatory Notes,” Contemporary Educational Psychology, 23, 1 — 21.

    QR CODE
    :::