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  • 期刊

遙距臨場感與想像力生動程度對數位學習效果之影響

Examining the Influences of Telepresence and Vividness of Visual Imagery on Online Learning Efficiency

摘要


網際網路之普及帶動數位學習市場日趨成熟,但目前國內數位學習公司經營績效仍屬虧損狀態,分析原因為教材內容不足,「互動性」不夠,以致於學生無法感受傳統課堂的「臨場感」。據此,本研究延伸國外學者對遙距臨場感技術的研究,探討遙距臨場感對線上學習效果的影響,並了解不同的想像力生動程度下,遙距臨場感與線上學習效果間關係的變化。本研究以英語課程為線上學習網站之教材內容,設計虛擬的英語會話課程之線上學習網站,同時對實驗中的遙距臨場感層次做控制,並操弄遙距臨場感之三種類型,包括第一層內容臨場感、第二層社會臨場感、第三層個人化臨場感,以其用以檢證線上學習效果的假說。研究結果發現,線上學習網站所提供之遙距臨場感層次越高,其電腦自我效能與學習滿意度亦會越高,但對於學習績效越高並不顯著;而不同個人想像力生動程度下,各遙距臨場感層次之電腦自我效能與學習滿意度有顯著差異,而學習績效並無顯著差異。低想像力生動程度之學習者體驗高層次遙距臨場感的教學環境,會有較高的學習滿意;若高想像力生動程度之學習者僅接收低層次的遙距臨場感之教學環境,雖仍有良好的學習滿意,但相較於高層次的遙距臨場感之教學環境,尚有可增進的空間。

並列摘要


With the widespread interest in using the Internet technology, e-Iearning has become a fast-growing market. However, the profit rates of most e-Iearning companies in Taiwan are substantially lower than the average profit rates of other digital industries. Through literature survey, we explored the related reasons for undesirable performance of e-Iearning industry, including insufficiency on lecture contents and lack of interaction and telepresence. Therefore, the purpose of this study is to examine the influence of telepresence on online learning efficiency. We further consider vividness of visual imagery as an intervening variable to demonstrate the change of relationship between telepresence and online learning efficiency. Experiments on English conversation lessons in Web sites have been implemented to observe the impacts of content telepresence, social telepresence, and individualized telepresence on online learning efficiency. The experiment results have shown that the higher the telepresence level, the better will be the language learning satisfaction and self-efficacy. In addition, the vividness of visual imagery has significant effects on relationships between telepresence levels and learning satisfaction and self-efficacy. Nevertheless, the same observations do not apply to the cases of e-Iearning performance and achievement. The hypotheses concerning e-Iearning performance and achievement were not supported.

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