頁籤選單縮合
題 名 | 探究不同互動模式數位教材輔助學習影響=Exploring the Effects of Applying Different Interaction Modes to Design Learning Materials for Assisting Learning |
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作 者 | 王怡萱; | 書刊名 | 教育科技與學習 |
卷 期 | 17 2022[民111] |
頁 次 | 頁39-69 |
分類號 | 521.53 |
關鍵詞 | 數位教材設計; 多媒體原理原則; 遊戲式教材; 電子書教材; E-learning design; Multimedia principle; Game-based learning material; E-book learning material; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究設計不同互動類型數位教材,並分析學習者自評與眼動資料, 了解所開發兩類型數位教材設計適切性,並將結果作為整理與提出優 化設計依據,本研究共 34 位大學生參加,分別使用數位遊戲式教材 及電子書數位教材進行目標知識 - 認識校園學習,透過測驗卷、問卷 等研究工具蒐集學習者自評資料,此外,本研究也邀請 4 位大學生參 與指定性範圍學習任務,透過蒐集學習者眼動與訪談資料,了解學習 者教材操作經驗。根據自評資料分析發現,多數學習者在操作數位遊 戲式教材後的學習投入感、注意力維持與教材操作方式較電子書教材 有更佳回饋。根據眼動資料分析與搭配訪談結果推論,若在電子書教 材設計中再加入互動元素,如 : 問答互動,也許能有助學習知識的吸 收;對於遊戲式教材而言,若能微簡化遊戲任務方式,並將知識重點 以靜態媒體訊息呈現,也許能降低學習認知負荷。本研究透過量化資 料分析、小樣本眼動資料分析與質化訪談方式,了解所設計之數位教 材對於學習目標之事的助益,本研究結果將能作為後續優化兩類型不 同互動模式教材之媒體設計與學習互動之依據。 |
英文摘要 | This study designed various types of interactive digital instructional materials and analyzes learners'self-assessment and eye-tracking data to comprehend the appropriateness of the two developed digital instructional materials. The results served as a foundation for optimization and improvement. A total of 34 university students participated in this study, utilizing both digital game-based instructional materials and digital e-books for campus familiarization learning. Self-assessment data from learners were gathered through assessment papers and questionnaires. Furthermore, four university students were invited to engage in specific learning tasks to gather eye-tracking and interview data, with the aim of comprehending learners'experiences in operating the instructional materials. Based on the analysis of self-assessment data, it was discovered that most learners exhibited increased engagement, sustained attention, and superior feedback regarding instructional material operation after interacting with digital game-based materials compared to e-books. Based on the analysis of eye-tracking data combined with interview results, it was inferred that the addition of interactive elements, such as question-answer interactions, to e-book designs could potentially enhance knowledge absorption. For game-based materials, simplifying game task mechanics and presenting key knowledge points through static media messages might have aided in reducing cognitive load during learning. This study employed both quantitative data analysis, analysis of small-sample eye-tracking data, and qualitative interviews to comprehend the impact of the designed digital instructional materials on learning objectives. The results of this study can serve as a foundation for optimizing the media design and learning interaction of the two distinct interactive modes of instructional materials in the future |
本系統中英文摘要資訊取自各篇刊載內容。