磨課師課程影片形式對學習之影響

Exploring the Effect of Film Forms on Learning for MOOC Learners

王佩瑜(Pei-Yu Wang)

《教育資料與圖書館學》 55卷3期 (2018/11) Pp. 319-348

https://doi.org/10.6120/JoEMLS.201811_55(3).0030.RS.CM

摘要

磨課師為高等與終身教育之重要傳播管道，但其多為低成本之教師自製影片，訊息呈現上單調且枯燥。為提升影片品質，本研究探討不同形式之課程影片對學習之影響，實驗教材取自空中大學磨課師平台TaiwanLife課程「數位內容輕鬆做」之「手機拍照構圖技巧」單元，本單元旨在為成人學習者進行圖像設計與製作之教學。本研究採獨立樣本t檢定進行檢測，自變項為影片形式（分「描述式」及「敘事式」兩組），依變項為學習者之學習記憶、心流反應、專注度與放鬆度。實驗對象為南部某大學之學生共71名。研究結果顯示：（一）「敘事式」影片組之學生具較高的學習記憶與心流經驗；（二）「描述式」影片組之學生具較高的放鬆度。謹期本文為磨課師影片品質改進帶來貢獻。

關鍵字

磨課師 ； 影片式教學 ； 影片形式 ； 敘事教學 ； 心流經驗

並列摘要

The purpose of this study was to explore the impact of film forms for MOOC learners on learning recall, flow experience, attention and relaxation. The experimental videos were adapted from a TaiwanLIFE MOOC Digital Content Production, and all videos were redesigned according to the research needs. Seventy-one university students in southern Taiwan were voluntarily recruited as participants, and they were randomly assigned into one of the two groups with different film design (the descriptive-style film or the narrative-style film). Participants were asked to watch the film and complete the survey. The findings showed that significant differences existed between two groups: 1) the video recorded with the narrative approach benefited recall and flow experience, and 2) learners who watched the video designed with the descriptive strategy got significantly higher level of relaxation. The study found that the narrative-style film afforded to create situational learning contexts, which made learning practical and kept learners focused and enjoyed. These results would serve as a reference for future work on MOOC video or online instructional video design.

並列關鍵字

MOOCs ； Instructional video design ； Descriptive strategy ； Narrative strategy ； Flow experience

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