影片教學嵌入問答機制對學習態度影響之初探

Learning Attitude Towards Different Question Embedding Mechanisms in Lecture Videos

陳哲雋(Chen Che-Chun)

指導教授 ： 李忠謀

國立臺灣師範大學/理學院/資訊工程學系/碩士(2020年)

https://doi.org/10.6345/NTNU202001494

摘要

影片教學提供學習者自主學習的彈性，學習者可以隨時隨地取得學習資源並依照自己步調進行學習，在影片教學中常利用問答測驗提供學生自主學習檢驗的機制，然而先前的研究發現單純提供問答測驗對學生自主學習的幫助有限。
　　本研究利用將問答嵌入於觀念教學說明後並提供回饋及複習機制，達成類似傳統面對面課程教室在說明觀念後提問確認學習情形的效果，以此協助學生自主學習，並設計實驗瞭解學生在此問答機制下的是否能有較佳的學習態度及學習表現。
　　研究結果發現問答嵌入於觀念說明後不僅能提供自主檢驗機制，還能提升學習專心程度並給予適當的挑戰感，此外複習機制也能有效提供回饋並協助釐清觀念。根據研究發現，本研究建議設計影片教學應提供學生與課程內容良好連結的自主學習檢測方式，另外也應提供學生能快速確認錯誤原因之方法。

關鍵字

影片教學 ； 學習態度

並列摘要

Video lectures set learners free of the bond of physical classrooms. Learning resources are easily accessible, which allows learning take place at learners’ own pace anytime and anywhere. Assessments often come along with lecture videos as learning aids for the learners. However, research found that simply providing assessments after lectures brings limited help for the learners.
This study proposed a mechanism which mimics authentic classroom behaviors: The assessment consisted of a few questions followed by customized feedback based on learners’ answers, and each question is embedded right after the target concept is delivered. The study aimed to explore whether learners would adopt more positive learning attitude and perform better through such mechanism.
The result showed that having questions embedded after the target concept not only enhanced learners’ concentration and triggered them to self-monitor their learning, but also provide them appropriate challenge. Furthermore, the customized feedback effectively clarify any misconception. According the result, this study suggests that combining self-monitoring assessment closely tied to the content and customized concept clarifying feedbacks can effectively promote learning in video lectures.

並列關鍵字

video lecture ； learning attitude

參考文獻

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