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題名：理感性語意應用對影音學習之成效
書刊名：International Journal of Digital Media Design
作者：施竣彥／賴淑玲 引用關係／張榮吉
作者(外文)：Shih, Jyun-yan／Lai, Shu-ling／Chang, Rong-chi
出版日期：2014
卷期：6:2
頁次：頁26-33
主題關鍵詞：雙碼理論；附加語意；理性；感性；Dual coding theory；Additional semantic；Rationality；Emotion
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0)
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  • 共同引用共同引用:29
  • 點閱點閱:32
身處於知識爆炸的時代，每個人的資訊需求與喜好程度皆不相同，市場上多樣化的數位媒體教材開發琳瑯滿目，但大多缺乏良好設計，導致無法滿足閱聽大眾的需求。臺灣擁有豐富多元的生態之美，更蘊藏著豐饒的人文情感，闡述知識資訊的同時，若能夠帶有情感的描述，適切運用雙碼理論，增添理性與感性的附加語意，將使生態知識的呈現更具厚度。本研究配合教育部「高級中學課綱」之設計，應用於生態教育課程中。精緻的生態影音拍攝讓學生學習更加徐徐如生，學生在觀看影片的同時，透過理性與感性的附加語意，期能與知識以及情感產生更多連結。研究結果發現，不同的數位影音實驗設計，觀看理性組與感性組的學生，其認知學習評鑑成效都較控制組優異；觀看感性組之學生，其情感態度提升成效最優異；針對男女學生不同性別分析，男生觀看理性組學習成效較佳，女生則是觀看感性組的學習成效較佳；男生與女生觀看感性組的情感態度相較於控制組與理性組有明顯成效。
People's information needs and preferences vary in the knowledge explosion era. A wide variety of diversified digital-media tutorials has been vigorously developed. However, most materials are poorly designed that they fail to satisfy the needs of readers. Taiwan possesses a great variety of ecological beauties and is abundant in humanistic affections. When elaborating knowledge information, ecological knowledge can be substantially enhanced through emotional descriptions, the appropriate application of dual-coding theory, and the addition of both rational and sensible semantics. This study applied the Ministry of Education high school curriculum design to ecological education courses. Sophisticated ecological videos enable students to experience authentic learning. While the students watched the videos, adding rational and sensible semantics in the videos assisted students in connecting with knowledge and emotions. The results indicated that students who watched videos containing rational or sensible semantics had stronger performance in cognitive learning evaluations than the students in the control group did. Those who viewed the video containing sensible semantics (sensible group) had the highest level of improvement in their emotional attitude. Among the male students, those who watched the video that was integrated with rational semantics (rational group) had higher learning effectiveness, whereas female students in the sensible group exhibited higher learning effectiveness. The emotional attitudes of the male and female students in the sensible group were significantly improved compared with those in the control group and the rational group.
期刊論文
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2.陳彙芳、范懿文(20000700)。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，2(2)，45-60。new window  延伸查詢new window
3.Eisner, E. W.(1993)。Forms of understating and the future of educational research。Educational Researcher，22(1)，5-11。  new window
4.Ivala, E.、Gachago, D.、Condy, J.、Chigona, A.(2013)。Digital Storytelling and Reflection in Higher Education: A Case of Pre-service Student Teachers and Their Lecturers at a University of Technology。Journal of Education and Training Studies，2(1)，217-227。  new window
5.Rosmshine, B.(1995)。Advances in research on instruction。Journal of Educational Research，88(5)，262-268。  new window
6.Singer, J. A.、Blagov, P.、Berry, M.、Oost, K. M.(2013)。Selfdefining memories, scripts, and the life story: narrative identity in personality and psychotherapy。Journal of Personality，81(6)，569-582。  new window
7.張正宙(19941000)。臺灣省立美術館視聽媒體應用情形。社教雙月刊，63，28-30。  延伸查詢new window
8.Clark, J. M.、Paivio, A.(1991)。Dual coding theory and education。Educational Psychology Review，3(3)，149-210。  new window
9.Bower, Gordon H.、Black, John B.、Turner, Terrence J.(1979)。Scripts in memory for text。Cognitive Psychology，11(2)，177-220。  new window
10.Mayer, Richard E.(1997)。Multimedia Learning: Are we asking the right questions?。Educational Psychologist，32(1)，1-19。  new window
11.Mayer, Richard E.、Anderson, Richard B.(1991)。Animations Need Narrations: An Experimental Test of a Dual-Coding Hypothesis。Journal of Educational Psychology，83(4)，484-490。  new window
12.Brown, John Seely、Collins, Allan、Duguid, Paul(1989)。Situated Cognition and the Culture of Learning。Educational Researcher，18(1)，32-42。  new window
13.Najjar, Lawrence J.(1996)。Multimedia Information and Learning。Journal of Educational Multimedia and Hypermedia，5(2)，129-150。  new window
14.Anderson, J. R.、Reder, L. M.、Simon, H. A.(1996)。Situated Learning and Education。Educational Researcher，25(4)，5-11。  new window
會議論文
1.Beatty, E. L.(2011)。The intersection of poetry and design。The 8th ACM conference on Creativity and cognition。New York：ACM。449-450。  new window
學位論文
1.陳定邦(1995)。電視字卡呈現型式對學生學習成效之研究-以空大教學課程為例(碩士論文)。國立交通大學。  延伸查詢new window
2.楊凱全(2013)。詩詞的彩妝設計應用(碩士論文)。明道大學。  延伸查詢new window
3.葉茉俐(2014)。詩詞文化的創意設計應用(博士論文)。國立臺灣藝術大學。new window  延伸查詢new window
圖書
1.Allan, Margret(1985)。Teaching english with video。Longman Group Limited。  new window
2.Ausubel, D. P.(1968)。Education psychology: a cognitive。NY：Holt, Rinehart and Winston。  new window
3.Clark, R. C.、Lyons, C.(2004)。Graphics for learning: proven guidelines for planning, designing, and evaluating visuals in training materials。San Francisco, CA：Pfeiffer。  new window
4.Seels, B.、Richey, R.(1994)。Instructional technology: The definition and domains of the field。Washington, DC：Association for Education Communication and Technology。  new window
5.Ryle, Gilbert(1949)。The Concept of Mind。New York：Hagerstown：San Francisco：London：Barnes & Noble Books：Hutchinson's University Press。  new window
6.Bruner, J. S.(1966)。Toward a theory of instruction。New York, NY：W. W. Norton and Company。  new window
7.Dewey, J.(1916)。Democracy and education: An introduction to the philosophy of education。New York, NY：Free Press。  new window
8.Paivio, Allan(1971)。Imagery and verbal processes。New York, NY：Holt, Rinehart and Winston。  new window
9.Paivio, A.(1986)。Mental representation: A dual coding approach。Oxford University Press。  new window
 
 
 
 
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