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題名：教學影片之誘發性細節對於學童學習的影響
書刊名：設計學研究
作者：王秀鳳／張孟君
作者(外文)：Wang, Hsiu-feng／Chang, Meng-chun
出版日期：2018
卷期：21:1
頁次：頁1-22
主題關鍵詞：誘發性細節；多媒體學習；學習興趣；兒童；學習成效；Seductive detail；Multimedia learning；Learning interest；Children；Learning outcome
原始連結：連回原系統網址new window
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  • 共同引用共同引用:15
  • 點閱點閱:6
近年來由於行動裝置及平板電腦等技術快速的成長，導致人們對於資訊以電腦的方式學習隨之改變。其中值得一提的是，教學者在使用多媒體教材教導學童時，更需要了解這些多媒體要如何使用，才可以讓學童學習的更專注且能提高他們的學習成效。本研究即依此思維，欲瞭解學童再利用多媒體學習時，在教材中加入誘發性細節的圖像對學習的成效與學習興趣是否有差異。本研究根據學習認知與情感多媒體理論（CATLM）作為研究的理論基礎，以解釋誘發性细的圖像是否應該加入教材。本研究使用二因子混合（two-way mixed-design）的實驗設計，受試者為國小學童（人數=52），自變項是為有無誘發性细節的圖像及學童年齡（九歲和十一歲）；依變項是學習成效及學習趣味性。他們分別觀看有無誘發性细節圖像之「古典音樂家的一生」學習影片，之後填寫趣味性問卷和測驗。研究結果表示，國小學童在學習影片中，其學習成效生有誘發性細節的圖像時，比在沒有誘發性細節圖像的情況下時較高。當分別觀看兩個不同年學童的學習興趣時，九歲的學童認為具有誘發性細節的多媒體學習教材更有趣，而十一歲的學童則沒有偏好，本研究的结果期提供教師和教學設計師，設計出更好之多媒體學習教材。
The rapid development of mobile devices, apps, and tablet computing is revolutionizing the concept of socializing as well as computing and learning. It is particularly important that educators who are teaching music-related content with children have access to engaging and relevant resources to provide to their learners. The aim of this experiment is to investigate the effect of seductive details in multimedia learning materials on learning outcomes and learning interest. The present study uses The Cognitive-Affective-Theory-of-Learning-with-Media (CATLM) as a theoretical framework to explain these results in seductive details research. Using a two-way mixed-design, we ask a group of elementary school students (N = 52) to learn about ＂The life of a classic musician＂ in a multimedia environment that manipulated the presence of seductive details (with vs. without) and students' age (9 year-olds vs. 11 year-olds). The findings showed that students' learning outcome was significantly higher when seductive details were presented. When the interesting ratings of the two age groups were looked at separately, they revealed that the 9 year-olds felt that multimedia learning materials that had seductive details were more interesting and the 11 year-olds had no preference. The results of this study will help teachers and designers to design better multimedia materials.
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會議論文
1.方正銘、卓俊伶(2007)。特定範圍結果獲知對兒童動作表現與學習的效應。2007全國體育運動學術團體聯合年會暨學術研討會，國立屏東科技大學主辦 。屏東。  延伸查詢new window
學位論文
1.王孟惠(2005)。台灣高中生圖畫書插畫風格偏好之趨勢(碩士論文)。國立台灣科技大學。  延伸查詢new window
2.黃佳蓉(2002)。兒童敘事評論能力之發展研究(碩士論文)。輔仁大學。  延伸查詢new window
3.吳英豪(2000)。國小學生對養動物與種植物之科學態度調查研究(碩士論文)。臺中師範學院。  延伸查詢new window
4.賴世炯(2000)。兒童動作表現的費茲定律檢驗及訊息處理能力的年齡效應(碩士論文)。國立臺灣師範大學，台北市。  延伸查詢new window
5.林慧娟(2010)。「沒有字怎麼讀？」--幼兒閱讀無字圖畫書中的圖像語言(碩士論文)。國立新竹教育大學。  延伸查詢new window
6.黃淑君(2003)。國小學童聽覺理解能力與閱讀理解能力之相關研究(碩士論文)。臺中師範學院，臺中市。  延伸查詢new window
圖書
1.Piaget, J.(1930)。The Child's Conception of Physical Causality。London：Routledge & Kegan Paul。  new window
2.Renninger, K. Ann、Hidi, Suzanne、Krapp, Andreas(1992)。The role of interest in learning and development。Lawrence Erlbaum Associates, Inc.。  new window
3.伊彬(2009)。插畫與電視廣告之實徵美學。新北市：華藝。  延伸查詢new window
4.曾麗珍(2009)。一個橋樑書的新願景：從圖像到文字閱讀的教學研究。台北：秀威出版社。  延伸查詢new window
5.Mayer, Richard E.(2009)。Multimedia Learning。Cambridge University Press。  new window
圖書論文
1.Schiefele, U.(2009)。Situational and individual interest。Handbook of motivation at school。Routledge。  new window
2.Fletcher, J. Dexter、Tobias, Sigmund(2005)。The multimedia principle。The Cambridge handbook of multimedia learning。New York, NY：Cambridge University Press。  new window
3.Mayer, R. E.(2005)。Principles for reducing extraneous processing in multimedia learning: Coherence, signaling, redundancy, spatial contiguity, and temporal contiguity principles。The Cambridge handbook of multimedia learning。Cambridge University Press。  new window
4.Moreno, R.、Park, B.(2010)。Cognitive load theory: historical development and relation to other theories。Cognitive load theory。Cambridge University Press。  new window
5.Butcher, K. R.(2014)。The multimedia principle。The Cambridge Handbook of Multimedia Learning。Cambridge University Press。  new window
6.Krapp, A.(2002)。An educational-psychological theory of interest and its relation to SDT。Handbook of Self-Determination Research。New York, NY：University of Rochester Press。  new window
7.Schnotz, W.、Fries, S.、Horz, H.(2009)。Motivational aspects of cognitive load theory。Contemporary Motivation Research: From Global to Local Perspectives。New York, NY：Hogrefe & Huber。  new window
 
 
 
 
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