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題名 網路教學影片可接近性設計探討
The Study of Accessibility for Online Learning Videos作者 紀曦昀
Chi, Hsi-Yu貢獻者 林玲遠<br>李蔡彥
Lin, Ling-Yuan<br>Li, Tasi-Ye
紀曦昀
Chi, Hsi-Yu關鍵詞 直接性
社會臨場感
科技中介學習
網路教學影片
簡報
Immediacy
Social prescience
Technology-mediated learning
Online teaching videos
Microsoft PowerPoint日期 2018 上傳時間 3-Sep-2018 16:00:46 (UTC+8) 摘要 一個具有「可接近性」的教室教學環境，可以讓學生感受到與教學者的連結，通常有助於促進學生的學習意願和成效。本研究欲探討：網路教學影片的設計是否也能因為加入「可接近性」的面向，而提升使用者的觀看意願和學習動機。本研究結合行動研究與影片設計。透過三種方式發展設計策略，包括：（1）梳理過去文獻中科技中介學習與多媒體設計的概念；（2）訪談具經驗的網路學習者；（3）整理研究者自身相關的教學經驗。最後再以兩階段循環的方式，設計並評估本研究的網路教學影片，是否如同研究者的實體課程一般受益於可接近性的特點。結果發現，多媒體設計理論中的直接性與社會臨場感理論，可以轉換為設計策略，用來增加網路教學影片的可接近性特性。然而對網路教學影片來說，可接近性不見得是提升使用者觀看意願的有效方式；這是網路教學影片與實體課程一個值得繼續探討的不同之處。本研究梳理理論與實作經驗，除了學術上的貢獻，亦提供實務方面的想法與策略，可作為其他網路教學者的參考。
A pedagogical environment that has high degree of “accessibility” allows students to feel connected with the teacher, which usually helps to promote students’ willingness and effectiveness of leaning. This study is intended to explore whether the design of online teaching videos can also enhance the user`s motivation and willingness to watch videos by adding the feature of "accessibility"This study combines action research with video design. Design strategies are developed in three ways: firstly, exploring the concepts of technology-mediated learning and multimedia design principles through literature review; secondly, interviewing experienced online learners; and thirdly, organizing my own teaching experience. A two-step, cyclic design process is used to produce and evaluate the videos, examining whether the researcher’s online teaching videos exhibit the advantage of “accessibility”.The results show that the theories of immediacy and social presence can be adopted and generate design strategies that could create the feature of “accessibility” in online teaching videos. However, for online learning environment, “accessibility” is not necessarily an effective way to increase the user’s willingness to watch videos. This insight implies crucial characteristics of online learning that are worth further investigation in future research. This study is based on both theoretical inquiry and practical experience. Apart from the contribution to the academic field, this study also provides practical ideas and strategies useful to teachers who are interested in transforming their courses into online videos.參考文獻 中文文獻許瑛玿、莊福泰、林祖強（2012）。〈解析設計研究法的架構與實施: 以科學教育研究為例〉。《教育科學研究期刊》，57(1)，1-27。黃淑玲（2011）。〈以研究證據為基礎之多媒體學習理論: 劍橋多媒體學習手冊之分析〉。《課程研究：Journal of Curriculum Studies》，第六卷Vol. 6，第一期No. 1，113。劉政宏（2009）。〈對學習行為最有影響力的動機成分？雙核心動機模式之初探〉。《教育心理學報》，41(2)，361-383。蔡清田（2000）。《教育行動研究》。五南圖書出版股份有限公司。碩博士論文陳姵文（2016）。《情感式行動家教系統運用於國民中學資訊教育課程之研究》。國立臺南大學。數位學習科技學習研究所碩士論文，未出版，臺南市。黃琮良（2005）。《非同步網路教學運用於國小資訊學習之行動研究》。屏東教育大學。屏東師範教育科技研究所碩士論文，未出版，屏東市。英文文獻Ainley, M. (2006). Connecting with learning: Motivation, affect and cognition in interest processes. Educational Psychology Review, 18(4), 391-405.Aragon, S. R. (2003). Creating social presence in online environments. New directions for adult and continuing education, 2003(100), 57-68.Baker, R. S., D`Mello, S. K., Rodrigo, M. M. T., & Graesser, A. C. (2010). Better to be frustrated than bored: The incidence, persistence, and impact of learners’ cognitive–affective states during interactions with three different computer-based learning environments. International Journal of Human-Computer Studies, 68(4), 223-241.Bolkan, S. (2015). Students’ affective learning as affective experience: Significance, reconceptualization, and future directions. Communication Education, 64(4), 502-505.Brydon-Miller, M., Greenwood, D., & Maguire, P. (2003). Why action research?.Cayanus, J. L. (2004). Effective instructional practice: Using teacher self-disclosure as an instructional tool. Communication Teacher, 18(1), 6-9.Design-Based Research Collective. (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5-8.Eysenck, M. W., & Keane, M. T. (2000). Cognitive psychology: A student’s handbook (4th ed.). Englewood Cliffs. UK: Psychology Press.Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American psychologist, 56(3), 218.Fried, L., Mansfield, C., & Dobozy, E. (2015). Teacher emotion research: Introducing a conceptual model to guide future research. Issues in Educational Research, 25(4), 415.Fusani, D. S. (1994). “Extra‐class” communication: Frequency, immediacy, self‐disclosure, and satisfaction in student‐faculty interaction outside the classroom.Gano-Phillips, S. (2009). Affective learning in general education. Special Topic: Assessment in University General Education Program, 6(1), 1-44.Gerald, C. (2004). Reading lessons: The debate over literacy. New York: Hill & Wang.Goldstein, G. S., & Benassi, V. A. (1994). The relation between teacher self-disclosure and student classroom participation. Teaching of Psychology, 21(4), 212-217.Gorham, J. (1988). The relationship between verbal teacher immediacy behaviors and student learning. Communication education, 37(1), 40-53.Heidig, S., Müller, J., & Reichelt, M. (2015). Emotional design in multimedia learning: Differentiation on relevant design features and their effects on emotions and learning. Computers in Human Behavior, 44, 81-95.Magner, U. I., Schwonke, R., Aleven, V., Popescu, O., & Renkl, A. (2014). Triggering situational interest by decorative illustrations both fosters and hinders learning in computer-based learning environments. Learning and instruction, 29, 141-152.Mayer, R. E. (2014). Incorporating motivation into multimedia learning. Learning and Instruction, 29, 171-173.Mayer, R. E. (Ed.). (2005). Principles for managing essential processing in multimedia learning: Segmenting, pretraining, and modality principles. The Cambridge handbook of multimedia learning. Cambridge university press.Mayer, R. E., & Estrella, G. (2014). Benefits of emotional design in multimedia instruction. Learning and Instruction, 33, 12-18.Mazer, J. P., Murphy, R. E., & Simonds, C. J. (2007). I`ll see you on “Facebook”: The effects of computer-mediated teacher self-disclosure on student motivation, affective learning, and classroom climate. Communication Education, 56(1), 1-17.Moreno, R., & Mayer, R. (2007). Interactive multimodal learning environments. Educational psychology review, 19(3), 309-326.Myers, S. A., & Goodboy, A. K. (2015). Reconsidering the conceptualization and operationalization of affective learning. Communication Education, 64(4), 493-497.O’Sullivan, P. B., Hunt, S. K., & Lippert, L. R. (2004). Mediated immediacy: A language of affiliation in a technological age. Journal of Language and Social Psychology, 23(4), 464-490.Ong, C. S., Lai, J. Y., & Wang, Y. S. (2004). Factors affecting engineers’ acceptance of asynchronous e-learning systems in high-tech companies. Information & management, 41(6), 795-804.Park, B., Plass, J. L., & Brünken, R. (2014). Cognitive and affective processes in multimedia learning.Pekrun, R. (2014). Emotions and learning. Educational practices series, 24.Pekrun, R., Elliot, A. J., & Maier, M. A. (2006). Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of educational Psychology, 98(3), 583.Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary educational psychology, 36(1), 36-48.Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students` self-regulated learning and achievement: A program of qualitative and quantitative research. Educational psychologist, 37(2), 91-105.Picard, R. W., Papert, S., Bender, W., Blumberg, B., Breazeal, C., Cavallo, D., & Strohecker, C. (2004). Affective learning—a manifesto. BT technology journal, 22(4), 253-269.Pintrich, P. R., Smith, D. A., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and psychological measurement, 53(3), 801-813.Plass, J. L., & Kaplan, U. (2016). Emotional design in digital media for learning. In Emotions, technology, design, and learning (pp. 131-161).Plass, J. L., Heidig, S., Hayward, E. O., Homer, B. D., & Um, E. (2014). Emotional design in multimedia learning: Effects of shape and color on affect and learning. Learning and Instruction, 29, 128-140.Richardson, J., & Swan, K. (2003). Examing social presence in online courses in relation to students` perceived learning and satisfaction.Rourke, L., Anderson, T., Garrison, D. R., & Archer, W. (1999). Assessing social presence in asynchronous text-based computer conferencing.Schutt, M., Allen, B. S., & Laumakis, M. A. (2009). The effects of instructor immediacy behaviors in online learning environments. Quarterly Review of Distance Education, 10(2), 135.Schutz, P. A., & Lanehart, S. L. (2002). Introduction: Emotions in education. Educational Psychologist, 37(2), 67-68.Shen, L., Wang, M., & Shen, R. (2009). Affective e-learning: Using" emotional" data to improve learning in pervasive learning environment. Journal of Educational Technology & Society, 12(2), 176.Snelson, C., & Elison-Bowers, P. (2009). Using YouTube videos to engage the affective domain in e-learning. Research, reflections and innovations in integrating ICT in education, 3, 1481-1485.Stark, L., Brünken, R., & Pardk, B. (2018). Emotional text design in multimedia learning: A mixed-methods study using eye tracking. Computers & Education, 120, 185-196.Um, E., Plass, J. L., Hayward, E. O., & Homer, B. D. (2012). Emotional design in multimedia learning. Journal of educational psychology, 104(2), 485.Walkem, K. (2014). Instructional immediacy in elearning. Collegian, 21(3), 179-184.Walther, J. B. (1996). Computer-mediated communication: Impersonal, interpersonal, and hyperpersonal interaction. Communication research, 23(1), 3-43.Walther, J. B., Van Der Heide, B., Ramirez Jr, A., Burgoon, J. K., & Peña, J. (2015). Interpersonal and hyperpersonal dimensions of computer-mediated communication. The handbook of the psychology of communication technology, 1, 22.Witt, P. L. (2015). Pursuing and measuring affective learning objectives. Communication Education, 64(4), 505-507. 描述 碩士
國立政治大學
數位內容碩士學位學程
104462007資料來源 http://thesis.lib.nccu.edu.tw/record/#G0104462007 資料類型 thesis dc.contributor.advisor 林玲遠<br>李蔡彥 zh_TW dc.contributor.advisor Lin, Ling-Yuan<br>Li, Tasi-Ye en_US dc.contributor.author (Authors) 紀曦昀 zh_TW dc.contributor.author (Authors) Chi, Hsi-Yu en_US dc.creator (作者) 紀曦昀 zh_TW dc.creator (作者) Chi, Hsi-Yu en_US dc.date (日期) 2018 en_US dc.date.accessioned 3-Sep-2018 16:00:46 (UTC+8) - dc.date.available 3-Sep-2018 16:00:46 (UTC+8) - dc.date.issued (上傳時間) 3-Sep-2018 16:00:46 (UTC+8) - dc.identifier (Other Identifiers) G0104462007 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/119961 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 數位內容碩士學位學程 zh_TW dc.description (描述) 104462007 zh_TW dc.description.abstract (摘要) 一個具有「可接近性」的教室教學環境，可以讓學生感受到與教學者的連結，通常有助於促進學生的學習意願和成效。本研究欲探討：網路教學影片的設計是否也能因為加入「可接近性」的面向，而提升使用者的觀看意願和學習動機。本研究結合行動研究與影片設計。透過三種方式發展設計策略，包括：（1）梳理過去文獻中科技中介學習與多媒體設計的概念；（2）訪談具經驗的網路學習者；（3）整理研究者自身相關的教學經驗。最後再以兩階段循環的方式，設計並評估本研究的網路教學影片，是否如同研究者的實體課程一般受益於可接近性的特點。結果發現，多媒體設計理論中的直接性與社會臨場感理論，可以轉換為設計策略，用來增加網路教學影片的可接近性特性。然而對網路教學影片來說，可接近性不見得是提升使用者觀看意願的有效方式；這是網路教學影片與實體課程一個值得繼續探討的不同之處。本研究梳理理論與實作經驗，除了學術上的貢獻，亦提供實務方面的想法與策略，可作為其他網路教學者的參考。 zh_TW dc.description.abstract (摘要) A pedagogical environment that has high degree of “accessibility” allows students to feel connected with the teacher, which usually helps to promote students’ willingness and effectiveness of leaning. This study is intended to explore whether the design of online teaching videos can also enhance the user`s motivation and willingness to watch videos by adding the feature of "accessibility"This study combines action research with video design. Design strategies are developed in three ways: firstly, exploring the concepts of technology-mediated learning and multimedia design principles through literature review; secondly, interviewing experienced online learners; and thirdly, organizing my own teaching experience. A two-step, cyclic design process is used to produce and evaluate the videos, examining whether the researcher’s online teaching videos exhibit the advantage of “accessibility”.The results show that the theories of immediacy and social presence can be adopted and generate design strategies that could create the feature of “accessibility” in online teaching videos. However, for online learning environment, “accessibility” is not necessarily an effective way to increase the user’s willingness to watch videos. This insight implies crucial characteristics of online learning that are worth further investigation in future research. This study is based on both theoretical inquiry and practical experience. Apart from the contribution to the academic field, this study also provides practical ideas and strategies useful to teachers who are interested in transforming their courses into online videos. en_US dc.description.tableofcontents 第一章 緒論 11.1研究動機 11.2研究目的與問題 21.3研究設計與開發流程 2第二章 實體課程可接近性 52.1研究者的實體課程回饋 52.2情感對學習的重要性 82.3 科技中介學習的情感面向 102.4小結 11第三章 文獻檢閱 123.1社會臨場感 123.2直接性 133.3教學上策略 153.3.1直接性的策略 153.3.2社會臨場感策略 183.3.3自我揭露 193.3.4 小結 213.4媒介傳達性 213.4.1多媒體學習設計 213.4.2多媒體設計原則 233.4.3互動性 253.4.4小結 28第四章 學習者訪談與教學經驗 294.1學習者經驗訪談 294.2網路教學影片經驗與反思 314.3實體課程教學的經驗與反思 35第五章 研究方法與設計 375.1研究方法與流程 375.2訪談對象選擇與資料 385.3 教學影片形式選擇 395.4訪談大綱 46第六章 作品設計與結果 476.1教學內容設計 476.2影片設計一 486.3影片回饋一 526.3.1學習者回饋與建議 526.3.2研究者反思與再設計 566.4影片設計二 566.5影片回饋二 616.5.1學習者回饋與建議 626.5.2研究者反思與結果 63第七章 結論與建議 647.1研究發現 647.2研究貢獻 707.3未來展望 707.4研究限制 71參考文獻 72附件 78附件一：實體課程前測問卷 78附件二：研究者實體課程教學經驗 79附件三：實體課程問卷統計資料 80附件四：初步訪談資料問卷 81附件五：網路學習者初步訪談資料 81附錄六：實驗訪談問卷 85附件七：實驗一訪談 86附件八：實驗二訪談 90附件九：展演海報 98 zh_TW dc.format.extent 15501411 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0104462007 en_US dc.subject (關鍵詞) 直接性 zh_TW dc.subject (關鍵詞) 社會臨場感 zh_TW dc.subject (關鍵詞) 科技中介學習 zh_TW dc.subject (關鍵詞) 網路教學影片 zh_TW dc.subject (關鍵詞) 簡報 zh_TW dc.subject (關鍵詞) Immediacy en_US dc.subject (關鍵詞) Social prescience en_US dc.subject (關鍵詞) Technology-mediated learning en_US dc.subject (關鍵詞) Online teaching videos en_US dc.subject (關鍵詞) Microsoft PowerPoint en_US dc.title (題名) 網路教學影片可接近性設計探討 zh_TW dc.title (題名) The Study of Accessibility for Online Learning Videos en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 中文文獻許瑛玿、莊福泰、林祖強（2012）。〈解析設計研究法的架構與實施: 以科學教育研究為例〉。《教育科學研究期刊》，57(1)，1-27。黃淑玲（2011）。〈以研究證據為基礎之多媒體學習理論: 劍橋多媒體學習手冊之分析〉。《課程研究：Journal of Curriculum Studies》，第六卷Vol. 6，第一期No. 1，113。劉政宏（2009）。〈對學習行為最有影響力的動機成分？雙核心動機模式之初探〉。《教育心理學報》，41(2)，361-383。蔡清田（2000）。《教育行動研究》。五南圖書出版股份有限公司。碩博士論文陳姵文（2016）。《情感式行動家教系統運用於國民中學資訊教育課程之研究》。國立臺南大學。數位學習科技學習研究所碩士論文，未出版，臺南市。黃琮良（2005）。《非同步網路教學運用於國小資訊學習之行動研究》。屏東教育大學。屏東師範教育科技研究所碩士論文，未出版，屏東市。英文文獻Ainley, M. (2006). Connecting with learning: Motivation, affect and cognition in interest processes. Educational Psychology Review, 18(4), 391-405.Aragon, S. R. (2003). Creating social presence in online environments. New directions for adult and continuing education, 2003(100), 57-68.Baker, R. S., D`Mello, S. K., Rodrigo, M. M. T., & Graesser, A. C. (2010). Better to be frustrated than bored: The incidence, persistence, and impact of learners’ cognitive–affective states during interactions with three different computer-based learning environments. International Journal of Human-Computer Studies, 68(4), 223-241.Bolkan, S. (2015). Students’ affective learning as affective experience: Significance, reconceptualization, and future directions. Communication Education, 64(4), 502-505.Brydon-Miller, M., Greenwood, D., & Maguire, P. (2003). Why action research?.Cayanus, J. L. (2004). Effective instructional practice: Using teacher self-disclosure as an instructional tool. Communication Teacher, 18(1), 6-9.Design-Based Research Collective. (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5-8.Eysenck, M. W., & Keane, M. T. (2000). Cognitive psychology: A student’s handbook (4th ed.). Englewood Cliffs. UK: Psychology Press.Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American psychologist, 56(3), 218.Fried, L., Mansfield, C., & Dobozy, E. (2015). Teacher emotion research: Introducing a conceptual model to guide future research. Issues in Educational Research, 25(4), 415.Fusani, D. S. (1994). “Extra‐class” communication: Frequency, immediacy, self‐disclosure, and satisfaction in student‐faculty interaction outside the classroom.Gano-Phillips, S. (2009). Affective learning in general education. Special Topic: Assessment in University General Education Program, 6(1), 1-44.Gerald, C. (2004). 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