結構式隨境遊戲於傳播基礎技術課程學習成效之影響__臺灣人文及社會科學引文索引資料庫

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題名：	結構式隨境遊戲於傳播基礎技術課程學習成效之影響
作者：	陳正萍
作者(外文)：	Cheng-ping Chen
校院名稱：	國立臺南大學
系所名稱：	數位學習科技學系博士班
指導教授：	施如齡蘇俊銘
學位類別：	博士
出版日期：	2013
主題關鍵詞：	認知風格；隨境遊戲；傳播科技教育；結構式概念構圖；認知負荷；pervasive game；communication technology education；structural concept map；cognitive load；cognitive style
原始連結：	連回原系統網址
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數位時代的傳播工作者要能以順暢的表達將意念經由數位工具廣泛傳播出去。過去傳統傳播教育過於偏重『陳述性』的專業知識，未來應以傳播領域中的『程序性知識』與『情境知識』為教育核心，提供問題導向與資訊處理的知識，訓練學生瞭解情境，並在模擬經驗中學習自我反省。本研究設計了一套新傳播科技基礎技術的課程，以六因素教育性隨境遊戲模型為基礎，並將結構式概念構圖說故事融入隨境遊戲課程中，期能以程序性、情境化、以及運用新傳播科技等方式進行與傳統傳播教育不同形態的教學，並從認知負荷、敘事品質、學習者認知風格、以及遊戲滿意度等面向探討實施的成效。
本研究實驗之隨境遊戲學習為一整體課程，分為兩大部份計18單元，第一部分實施非結構式隨境遊戲學習，第二部分則實施結構式隨境遊戲學習。課程內容包括傳播基礎技術之靜態與動態攝影技術、以及故事之組織與表達。實驗時以測驗、問卷、觀察等方式收集相關研究資料。結果顯示傳播基礎技術的學習成就以及概念構圖說故事之能力在結構式隨境遊戲學習中表現良好，且學生的認知負荷並不會因隨境遊戲的策略不同而改變。在場地依賴性方面，場地依賴的學習者在結構式遊戲的引導下，獲得較高的學習成就，說故事的成績表現則不受場地獨立性的影響，但在主動性方面，場地獨立的學習者表現較優。整體而言，學習者對結構式隨境遊戲屬滿意。
本研究之主要貢獻是首創以隨境遊戲的方式設計傳播基礎技術的課程，且首度提出以「結構式學習策略」設計教學式隨，並驗證「結構式隨境遊戲」為一有價值之教學式隨境遊戲策略。

以文找文

Our communication education has been criticized for emphasizing too much on delivering descriptive information but falling short of bringing up strategies that help distribute knowledge through more procedural and context-aware means. Pervasive gaming is highly ubiquitous and context-aware that may facilitate students learn within the context therefore benefit from reflecting upon the contextual experiences. Recently, a six-factor instructional pervasive gaming (IPG) model has been developed and initially verified to be effective. Basing upon the six-factor IPG model, this study investigated the effects of structural IPG on teaching basic imaging communication techniques. Structural concept map learning method is designed to integrate into the IPG courseware to enhance the quality of story organization and storytelling, which is considered to be an important factor for effective communications.
An experiment was done with a comprehensive courseware for evaluating purposed structural IPG. Unstructured and structural IPG approaches were both implemented in the courseware. The content of the courseware included basic still and motion pictures techniques, and organization and communication of a story. Quizzes, questionnaires, and observation form were instruments to collect research data.
The results indicated that the achievements on basic imaging techniques and storytelling were evident. Student’s cognitive load was not affected by the structural strateiges of the IPG. In terms of field independency of the cognitive style, field-independent students achieved more on imaging techniques, as were guided by the structural IPG. However, field independency had no effect on the achievement of organizating and commucating a story, but the field-independent students exhibited a more active attitude on the gameplay. Overall, students were satisfied with the with structural IPG instruction.
This study is the first study that employed structural IPG for basic communication techniques course. The major contribution is that it verified the value of the structural guidance in an IPG.

以文找文

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5.	不同合作學習模式問題導向教學對技職校院學生邏輯思考能力與學習成效影響之研究以程式設計為例
6.	應用學習單的網路化教學設計與成效分析
7.	合作建構教學與認知風格對國中學生生物能量概念學習之效應

1.	客家傳播理論與實證
2.	男女學生科學興趣差異的評析
3.	大學實習媒體與臺灣原住民族自主傳播：以廣播教學為例
4.	以未來學視野探索臺灣傳播教育的未來課程規劃
5.	媒體素養：傳播教育通識化的途徑
6.	結論：新聞訪問之理論回顧與未來建議

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