The purpose of this research was to investigate the influence of imagery strategy in learning performance. According to imagery and memory theory and imagination effect, using imagery strategy can help students integrate different information, reduce cognitive loading and the capacity of working memory, enhance schema acquisition and encoding the information to long-term memory. A total of 181 undergraduates and graduates were randomly assigned in the imagery group, transcribe group, note group, and study group. We found that there was no difference between imagery and transcribe group; however, the learning performance of imagery group was better than note group and study group. One week later, there was no difference between four groups. In the feedback of this research, the participant in imagery group thought the imagery strategy was interesting and cost few time than transcribe group. Finally, the primary findings were discussed and educational implications were provided.
| Identifer | oai:union.ndltd.org:NSYSU/oai:NSYSU:etd-0827111-201230 |
| Date | 27 August 2011 |
| Creators | Wang, Ya-Hsueh |
| Contributors | Tai-chu Huang, Ying-Yao, Cheng, Wen-Bin Chiou |
| Publisher | NSYSU |
| Source Sets | NSYSU Electronic Thesis and Dissertation Archive |
| Language | Cholon |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0827111-201230 |
| Rights | user_define, Copyright information available at source archive |
Page generated in 0.0117 seconds