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題名:不同學習媒材對識圖能力的學習成效探討
作者:洪秀燕 引用關係
作者(外文):Hsiu-yen Hung
校院名稱:大同大學
系所名稱:設計科學研究所
指導教授:朱柏穎
學位類別:博士
出版日期:2016
主題關鍵詞:識圖能力學習背景學習風格神馳經驗數媒設計learning stylelearning backgroundgraphic drawing reading capabilityflow experiencedigital media design
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為探討數位媒體設計系(數媒系)大一學生於三視圖與等角視圖的識圖表現與神馳經驗,是否會因為不同學習媒材、不同學習背景與個人不同的學習風格而有所差異。本研究以數媒系常見的3D動畫媒材、Unity 3D互動式媒材以及3D列印實體媒材等作為實驗的學習輔助媒材,以本科系與非本科系做為個人學習背景的區分,並採用Fleming的VARK架構,將學習風格區分為視覺、聽覺、閱讀/寫作以及動覺等四類作為個人學習傾向的分類依據。
本研究進行一項包含三視圖與對角視圖等兩種實驗任務的識圖實驗,實驗題目內容包含複斜面、複曲面、複斜+複曲面等三種類型所構成之場景建築,每種類型再分為一般與複雜各1題,兩種任務試題各6題、共計12題。受測者為3組共120位數媒系大一學生。每組分別藉由一種學習媒材的輔助來進行識圖實驗。
實驗數據以變異數分析進行探討,並輔以實驗觀察與事後訪談。結果顯示,學習風格對於三視圖與對角視圖的識圖表現會有影響,而學習背景對於三視圖與對角視圖的識圖表現也會有影響,但是媒材的差異並沒有對識圖表現產生顯著性的影響。另一方面,神馳經驗的所有面向,包含控制力,專注力、享受程度以及整體性皆會因為媒材的差異而有顯著性的差異,代表媒材對於受測者識圖表現的影響不大,但是會影響受測者的學習興趣、專注程度以及學習體驗。
本研究根據分析結果,建議教師應思考如何因應學生之學習背景與風格偏好以開發適性的教法與教材。同時,學生也能了解自己的學習風格,從而建構自主學習的策略。相對而言,教師也需要增進本身的數位能力,或者尋求外部的教學輔助資源,以促進有效的教材製作。最後,本研究建議後續可以擴大受測者的範圍以及實驗題目的變化,以豐富成果的應用性。
Focus on digital media design freshmen, the research presented in this thesis explored the impact of learning media, learner’s background and learning styles to the learner’s flow experience and graphc drawing reading performance in three-view drawing and cross-corner view drawing via a test. In this study, the learning media includes 3D animation, Unity 3D interactive media and 3D printed objects, while the learner’s backgriound comprises with design and non-design. Also, according the Flemming VARK framework, there are four kinds of learning style: visual, aural, read / write and kinesthetic.
In each test mission of three-view drawing and cross-corner view drawing. the test asked each participant to choose the right-view drawing and cross-view drawing respectively by referring to giving drawings on paper and the three kinds of learning media. Each mission includes 6 questions grouped into 3 kinds of shape complexity, i.e. complex skew surface, complex curved surface, and the combinations of the both. Each shape complexity has two types, i.e. complexity and simplicity.
Totally 120 freshmen were recruited and grouped into 3 equally, where each group was given a specific learning media. The 3 groups have the similar ratio of design or non-design background students. The reading performance was principally evaluation by ANOVA and post hoc analysis using Scheffe’s method. Observation survey and retrospective interview were also applied.
The results indicate that the impacts occurred by learning style, as well as by the combination of learner’s background and media, but not by media. Other the other hand, the media plays influentially to flow experience in all aspects, incluing snse of control, concentration, enjoyment and the overall, suggesting that the media play little to determine the learners’ graphic drawing reading performance, but are key to the learning interesting, attention and experience.
The conclusions were made by suggesting that the teachers should consider how to develop the appropriate teaching materials and method to satisfiy the various learner’s ability and styles. Mearnwhile, the studnets should recognized their own learning style to be benefit to the establishment of the self-study strategy. In contrast, the teachers have to improve the digital ability, or look for the more teaching resources to improve the production of teaching materials. Finally, the further studies were proposed in taking more extentivewide range of sampling and testing questions to enrich the research generality and applicabilty.
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