Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/99277
Title: 混成式與數位式互動視訊學習成效比較之研究
The comparative research of learning effectiveness between blended and digital interactive visual learning media
Authors: 洪榮昭
吳清基
何雅娟
Keywords: 活動理論
混成學習
互動視訊
遊戲學習
學習成效
Activity theory
Blended learning
Interactive visual media
Game learning
Learning effectiveness
Issue Date: 2008
Abstract: 本研究旨在藉由學習者運用互動視訊遊戲,以比較混成式互動視訊學習與數位式互動視訊學習差異。本研究之實驗工具參採臺北市政府教育局所研發之「超動感e樂園-幼兒創意互動視訊多媒體遊戲」教學軟體,並依研究需要修定而成。 本研究以臺北市國民小學附設4所幼稚園8班255位幼兒為研究對象,將其分為2組,1組以混成式互動視訊學習方式,另1組則以數位式互動視訊學習方式進行。主要採準實驗研究法,並輔以焦點團體訪談;由參與研究之教師,以參與者即觀察者現場局內人的角色,進行遊戲學習活動現場之觀察,以了解幼兒在情意方面的學習情形。 本研究之重要發現: 一、混成式互動視訊學習明顯優於數位式互動視訊學習。 二、學習者對互動視訊遊戲學習具高度趣味性,在遊戲時能專注的進行。整體而言,2種學習方式均有學習遷移的現象發生,混成式學習幼兒的學習較數位式幼兒有較顯著的進步。 三、幼兒對於此2種學習方式,在學習態度與人際關係上,均呈現良好的學習情形。 四、互動視訊遊戲對於平常比較沒信心、或非常拘謹、或發展遲緩的小朋友,甚至是特殊生都有一種無可取代的學習成效。 五、以互動視訊學習方式,幼兒的自主學習、各園的活動及教師的輔導與學習成效均具有相關性。 六、本研究所應用之互動視訊教學遊戲軟體,對於教師將其運用於教學上有無限發展潛力。 本研究期將研究結果歸結出相關建議,提供未來遊戲設計、教育行政主管機關、學校教師及後續研究者,以為未來推展互動視訊教育及學術研究之參考。
This research aimed to use an interactive visual game as a research tool to compare the learning effectiveness of young children using blended interactive visual learning style and digital interactive visual learning style. The educational software program "Dynamic Digital Paradise - Creative Interactive Multimedia Games for Children" developed by the Department of Education of Taipei City Government was modified and adopted as a research tool. The subjects of the study were 255 young children in 8 classes from 4 affiliated kindergartens of elementary schools in Taipei City. The young children were divided into two groups to use blended interactive visual learning style and digital interactive visual learning style respectively. A quasi-experimental research design was implemented while focus group interviews were also carried out. The teachers who participated in this research conducted participant observations in the classroom environment in which young children were learning through the game to understand how the young children progressed in affective learning. Key research findings are as follows: 1. Blended interactive visual learning style was found to be clearly more effective than digital interactive visual learning style. 2. The young children showed high interest in learning through the interactive visual game and were able to stay focused during the playing and learning process. In general, learning transfer was found to have occurred in both learning styles. The young children with Blended Interactive Visual Learning style made more progress than those with Digital Interactive Visual Learning style. 3. It was found that these two learning styles allowed the young children to achieve favorable learning results in terms of learning attitude and interpersonal relationships. 4. It was found that the interactive visual game allowed the young children with lower self-confidence, overcaution, retarded development, or even special needs to achieve unparalleled learning effectiveness. 5. It was found that young children's independent learning, school activities of each kindergarten, and teachers' guidance were all correlated to the learning effectiveness of the interactive visual learning style. 6. It is hoped that the relevant recommendations derived from the research findings will be beneficial to game designers, educational authorities, school teachers, and future researchers and can serve as a reference source for promotion of interactive visual education and academic research in the future.
URI: http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=%22http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0893700083%22.&%22.id.&
http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/99277
Other Identifiers: GN0893700083
Appears in Collections:學位論文

Files in This Item:
File Description SizeFormat 
n089370008301.pdf4.33 MBAdobe PDFView/Open
n089370008302.pdf160.06 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.