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題名:PAAR翻轉教學模式在電腦遊戲動畫課的學習成效之研究
作者:楊凱鳴
作者(外文):YANG, KAI-MING
校院名稱:國立臺北科技大學
系所名稱:設計學院設計博士班
指導教授:李來春
學位類別:博士
出版日期:2021
主題關鍵詞:翻轉教學模式學習動機合作學習經驗學習滿意度自我效能flipped teaching modellearning motivationcooperative learning experiencelearning satisfactionself-efficacy
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本研究旨在改善電腦遊戲動畫教學現場所面臨的問題,以PAAR翻轉教學模式(Preview, Application, Assessment, Reflection, PAAR)設計教學活動,針對北部某私立大學數媒系學生進行研究,解析學生在電腦遊戲動畫課程翻轉學習之情形。電腦遊戲動畫是一門實務技術導向的課程,在遊戲人才培訓中屬於遊戲美術的範疇,課程內容涵蓋3D遊戲建模、貼圖與動態調整等實務技術,和遊戲美術、3D遊戲製作等相關知能與工作流程,對學生來說,課程學習內容複雜且廣泛,需要花費較多精力與時間才能夠習得相關知能與技巧。過去,本研究將相關知能與技巧拆解成較容易理解的步驟,並於課堂中進行示範教學,惟單向的講授雖能讓學生循序漸進習得知識,卻易使生師間缺乏互動,學習者無主動的學習動機,學生僅是被動的知識接受者。此外,複雜的操作過程與虛擬三度空間等,都加深本課程的學習難度,易使學習者的學習負荷量過大,導致教學與學習成效低落。是故為改善教學現場的問題,本研究發展適合技術實作類課程之PAAR翻轉教學模式,以此教學模式設計電腦遊戲動畫課程之教學活動,探討學生的學習情形。本研究採準實驗設計,實驗組以PAAR翻轉教學進行課程活動設計;控制組則以傳統教學模式進行教學。實驗為期18週,每週3小時,實驗組以48名學生進行統計分析;控制組則為44名學生。研究工具包括自編之3D遊戲美術學習問卷(學習動機構面、合作學習經驗構面與學習滿意度構面)與3D遊戲美術設計自我效能問卷(知能與實作構面、情意構面),於教學實驗前、後進行施測,期末小組作業則作為電腦遊戲動畫學習成效,並以學生課程出席率作為學習態度之檢視。研究結果顯示,實驗組在學習動機、學習滿意度、3D遊戲美術設計自我效能皆優於控制組,但是在合作學習經驗、電腦遊戲動畫的學習成效與課程出席率,兩組則沒有達到統計上的顯著水準。研究證實PAAR翻轉教學確實能運用在技術實作類課程,對於學生的學習動機、學習滿意度與自我效能有正面助益。最後依據研究結果歸納結論,並對後續研究提出建議。
This research aimed to employ PAAR (preview, application, assessment, reflection) flipped teaching model in the course of Animation Design in Computer Games to explore the learning outcomes of making 3D games art. The course was a project-based practical- skill training subject and offered to sophomore in the Department of Digital Multimedia Arts Course in a private university. The contents included practical skills, such as 3D game modeling, texturing, and animation. Relative knowledge and process, including game art & game development were covered, too. For students, the learning contents of this course were quite wide and complicated, requiring longer time to gain related knowledge and skills. In the past, the teacher used project-based instruction as the teaching method, disassembling the learning content into several easily comprehensible parts and demonstrating the process of making 3D games art in class. Although this teacher-dominated instruction was able to achieve the teaching objectives, some problems have existed, such as less teacher-student interaction and students’ roles as passive receivers. In addition, complicated operating process and virtual three dimensions made the course level more advanced and difficult for learning. Students did not understand the notes and operation guidelines they took. All these results made learners overload and resulted in the low learning effects. Hence, to solve the problems that the teacher encountered, a PAAR flipped teaching model was designed to use in the course of Animation Design in Computer Game to explore students’ learning. This course was conducted for three hours each week. The 18-week research had two intact classes, including an experimental group with 48 participants and a control group with 44 participants. The experimental group was learner-centered and used online for self-learning before the class. Then, the teacher responded to the difficulties that students have encountered and conducted cooperative learning for discussion in class. The control group adopted the teacher-dominated instruction, the same as what it was designed in the past. Four instruments were employed, including Self-made Questionnaire of 3D Game Art Learning, Questionnaire of 3D Game-Art Design Self-efficiency, a term group assignment, and the class attendance. The Questionnaire of 3D Game Art Learning was given in the pre and post test to examine the learning motivation, learning satisfaction, and the cooperative learning experience. The Questionnaire of 3D Game-Art Design Self-efficiency was also used in the pre and post test to explore the self-efficiency. The term group assignment was used to evaluate the participants’ learning achievement. The class attendance was employed to triangulate the learning attitude. The results showed that learning motivation orientation, learning satisfaction orientation, and 3D games art design self-efficacy of the participants in the experimental group were enhanced significantly. On the other hand, there were no significant differences between the two groups in cooperative learning experience orientation, academic achievement, and class attendance. It could be concluded that PAAR flipped teaching model in the course of Animation Design in Computer Games could enhance the students’ learning outcomes positively, including learning motivation and self-efficacy. Finally, based on the results, some pedagogical implications and suggestions were offered.
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