不同視角呈現之情境模擬教材之研究－以人際互動課程為例

The Effect of Situational Simulation Using Different Narrative Points of View －Taking an Interpersonal Interaction Course for Example

賴怡君(Yi-Chun Lai)

指導教授 ： 蔡銘修

國立臺北科技大學/人文與科學學院/技術及職業教育研究所/碩士(2010年)

摘要

情境模擬式學習主要是結合情境學習與模擬教學的特色，可讓學習者基於自己的邏輯，觀察並感受對所處情境的認知，再縝密思考後做出判斷，並立即獲得真實狀況所賦予的回饋。本研究旨在瞭解敘事者為主角之視角（第一人稱）及敘事者為獨立於故事之外第三者之視角（第三人稱）呈現的情境模擬教材，對學習者在學習成就上的影響及在偏好不同視角之情境模擬教材上，學習者之人格特質是否不同。
本研究透過實驗研究法進行實證，以大三、大四學生共120名為研究對象，並將學習者平均分派至兩組實驗組各60名，其中一組實驗組先使用第一人稱視角呈現的情境模擬教材，使用完畢後立即給予學習者學習評量測驗，接著會使用第三人稱視角呈現的情境模擬教材；反之，另一實驗組則先使用第三人稱視角呈現的情境模擬教材，接著才使用以第一人稱視角呈現的情境模擬教材。兩組最後皆需填寫問卷調查及人格特質量表。其研究結果如下所示：
一、使用第一人稱視角呈現教材的學習者，其學習成就優於使用第三人稱視角呈現的學習者。

二、學習者有偏好第一人稱視角呈現之教材。

三、學習者使用符合其偏好視角與否之教材，在學習成就上並無顯著差異，但七成學習者自身認知會對其造成影響。

四、偏好第一人稱視角呈現之教材的學習者，其人格特質在外向性、開放性、嚴謹性上分數較高；偏好以第三人稱視角呈現之教材的學習者，其人格特質在友善性上分數較高。

關鍵字

情境模擬 ； 視角 ； 人格特質 ； 學習成就

並列摘要

Situation Simulation Learning combines situational learning with simulation. This allows learners to observe and sense the situation they are in and then make logical judgments after deliberate thinking. Feedback is provided immediately. The present study was to explore 1) how different narrative points of view (first person points of view, third person points of view) in Situational Simulations influence learners’ learning achievement; and 2) whether students who prefer different narrative points of view possess different personalities.
This is an experimental study. A total of 120 junior and senior students participated in the study. They were divided into group A and group B with 60 students in each group. First, group A used the situational simulation teaching material designed in the first person points of view and were tested on the contents afterwards. After the test they studied another teaching material designed in the third person points of view. The sequence of the teaching material group B used was introduced in the opposite sequence: the third person points of view materials first and the first person materials later. Both groups filled out a survey and a personality chart. The results of the study are as follows:
First, learners who used the teaching material designed in the first person points of view had better learning achievements than learners who used the teaching material designed in the third person points of view.

Second, learners prefer materials designed in first person points of view.

Third, there was no significant difference on learning achievement from learners with their preference on materials, but 70% of them cognized themselves affected that.

Fourth, learners who prefer the teaching material using the first person points of view possess personalities such as extraversion, openness, and conscientiousness; learners who prefer the teaching material using the third person points of view scored higher on the agreeableness.

並列關鍵字

situational simulation ； narrative points of view ； personality ； learning achievement

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