- 會議論文
從Mayer多媒體學習認知理論探討PDDRO多媒體教材之分析與設計
Exploring the Analysis and Design of PDDRO Multimedia Teaching Materials through Mayer's Multimedia Learning Cognitive Theory
摘要
本研究依據Mayer多媒體學習認知理論為基礎，聚焦探討PDDRO多媒體教材的分析與設計，研究透過文獻探討和2位TTQS教育訓練講師及1位多媒體教材專家進行半結構式訪談。根據訪談內容及Mayer多媒體學習認知理論中之五項原則，進行PDDRO多媒體教材的分析與設計，並瞭解TTQS教育訓練講師對於PDDRO多媒體教材之需求。研究發現由於目前並未有相關之多媒體教材可以使用，實體訓練主要多以PPT做為引導教材，Word編製講義內容，鮮少有相關多媒體教材可使用。對應文獻探討所分析的Mayer的多媒體學習認知理論與原則，從以下五個面向總結,針對設計PDDRO多媒體教材之具體建議，「連貫原則」：（1）內容須具系統性；（2）多方思考如何有效呈現內容；「信號提示原則」：（1）使用圖形、文字、動畫等方式，提供清晰的視覺和文字提示，加深學習者對基本概念理解；（2）提供操作上引導與提示，幫助學習者抓住重點；「冗餘原則」：（1）過多資訊易使學習效果降低；（2）內容強調清晰定義和印象深刻的編排設計；「空間鄰近原則」：（1）圖文應明確關聯性，確保整體內容呈現清晰；（2）確保圖文信息呈現有條理、有助記憶；「時間鄰近原則」：（1）圖文同時呈現可提高學習者記憶和理解；（2）注意避免過多資訊堆疊。
並列摘要
This research was based on Mayer's Multimedia Learning Cognitive Theory, focusing on the analysis and design of PDDRO multimedia teaching materials. The study involved literature review and semi-structured interviews with two TTQS education training instructors and one multimedia teaching material expert. Analyzing the content of the interviews and Mayer's five principles of multimedia learning cognitive theory, the research aimed to understand the needs of TTQS education training instructors for PDDRO multimedia teaching materials. The findings revealed a lack of relevant multimedia teaching materials currently available, with physical training primarily relying on PPT as a guiding material and Word for compiling lecture content. There is a scarcity of suitable multimedia teaching materials. Summarizing Mayer's Multimedia Learning Cognitive Theory and principles from the literature review, specific recommendations for designing PDDRO multimedia teaching materials were derived in five aspects. Under the "Coherence Principle," recommendations include ensuring systematic content and considering various ways to effectively present the material. Regarding the "Signaling Principle," suggestions involve using graphics, text, animations, and other means to provide clear visual and textual cues, enhancing learners' understanding of basic concepts, and offering guidance and prompts to help learners grasp key points. In line with the "Redundancy Principle," the advice is to avoid excessive information that may reduce learning effectiveness, emphasizing clear definitions and impactful layout design. Concerning the "Spatial Contiguity Principle," it is recommended to ensure clear associations between graphics and text, guaranteeing a well-organized presentation for better memorization. Finally, adhering to the "Temporal Contiguity Principle," the suggestions include simultaneous presentation of graphics and text to enhance learners' memory and understanding, while cautioning against excessive information stacking.