主題式的互動性視訊化教材之設計與評估

The Design and Evaluation of a Thematic Interactive

陳玉婷(Yuh-Tyng Chen) ； 陳林芳(Lin-Fang Chen)

《臺南應用科大學報》 31期 (2012/10) Pp. 247-259

https://doi.org/10.6969/JTUT.201210.0247

摘要

本研究的主要目的在於設計與發展一套主題式的互動性視訊化教材。本研究基於多媒體認知學習理論，結合了主題式教學策略於視訊化教材的建置。藉由實驗教學活動、成績評量與問卷施測，以了解此教材對於提昇學習者的學習成效與動機的影響程度。經由實驗結果顯示，在本研究設計的自我學習環境下，學習者可以依據自己的學習程度挑選適合的教材内容，如此可降低學習者的外在認知負荷。而主題式的課程內容設計，與學習者的生活經驗相連結，可以引起學生對於教材的共鳴感。此外，在本視訊化教材中，透過豐富的視覺導引效果，可以有效的加強學習者的深入了解與印象。因此，經由學習成效與動機的兩項評量成績顯示，以主題式互動性視訊化教材為學習內容的實驗組，高於使用傳統視訊化教材的對照組。

關鍵字

主題式教學 ； 互動性視訊化教材 ； 多媒體學習認知理論 ； 認知負荷

並列摘要

The purpose of this study was to develop and evaluate the video-based instructional material. This study integrated the thematic instructional strategy into interactive video-based instruction based on the cognitive theory of multimedia learning and investigated the participants' reflection and learning performance through posttest, IMMS and the experimental teaching activities. Under the self-controlled learning environment, students could easily hyperlink the particular segment they needed so as to reduce student's extraneous cognitive load. Also, the video presented the related textual and pictorial learning elements simultaneously which could benefit to reinforce their learning. Accordingly, the findings of this study revealed that the interactive thematic video could promote students to engage and acquire more information and remembere more ideas. Furthermore, the students in the experimental group could get the higher posttest scores and learning motivation than those of the control group.

並列關鍵字

Thematic instruction ； Interactive video-based instruction ； the cognitive theory of multimedia learning ； IMMS