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Title: 書面教材轉為超媒體教材的合適性研究
Transforming Printed Learning Materials into Computer-Based Learning Materials
Authors: 國立臺灣師範大學資訊教育研究所
Issue Date: 1-Jun-1993
Abstract: 目前的閱讀型態正從紙張閱讀型態轉型到電腦化閱讀型態,在這轉型期裡,有必要放眼未來,研究電腦化教材的設計理念與發展模式。想研究電腦化教材的設計理念與發展模式,應先找到自己的研究觀點,依據自己的研究觀點提出該考慮的介面物件與發展原則,再依物件和原則實際發展電腦化教材雛型。這個研究運用「理念-模式-檢證」研究策略,先經文獻探討了解目前電腦化教材研究後,確定以讀者介面理念為基礎,提出電腦化教材設計發展的介面物件(文字物件、圖像物件、聲音物件、視訊物件、操作物件)與發展原則(讀者主導原則、介面透通化原則、多入口多路徑原則、環境與工具原則、美感與風格原則),以物件和原則製作電腦化教材雛型,再以雛型檢證理念、物件、及原則。這個研究的主要成果在於提出了研究理念,界定了介面物件,定出了發展原則,製作了雛型,運用了「理念-模式-檢證」研究策略,針對目前電腦化教材研究不足之處,提出了一些解決之道,為電腦化教材設計理念研究與電腦化教材發展模式研究,奠下了後續研究的根基。這個研究的較大弱點在於只完成一個週期的「理念-模式-檢證」研究,所以審視雛型可以看到許多地方不符合介面物件屬性,不符合發展原則。如果能完成三個週期的「理念-模式-檢證」研究歷程,所呈現出來的將不只是極佳的雛型,而且是極佳的設計理念與發展模式。這個研究的後續研究應深入研究介面物件屬性,使介面物件屬性更細膩,應設法研究domain-specific的電腦化設計理念,應漸從感官介面型態轉化到認知介面型態和情緒介面型態。
Looking toward and thinking about the future, we will see and perceive the changing from a paper-based society to a computer-based society. People are spending more time than ever reading information and acquiring knowledge from the computer screen. Under this changing situation, instructional researchers should try harder and smarter to sophisticatedly construct the rationales and the models of designing and developing computer-based learning materials. We firstly use "reader interface" rationale to guide the design of five "interface objects" (text objects, graphical objects, sound objects, video objects, and manipulative objects), and to derive six development principles (reader-controlled principle, transparent interface principle, multiple entry points and multiple paths principles, affordance principles, environments and tools-supported principles, and aesthetics and styles-guided principles). Secondly, interface objects and principles were utilized to build three prototypes (Geography, Chinese, and English). "Rationale-Model-Verification" (RMV) research strategy was implemented. The major contributions of this research are the reader interface rationale, the interface objects concepts, the development principles, and the unique RMV research strategy. The weak aspect is that the RMV was only implemented one cycle (at least three cycles should be executed). With only a cycle, the prototypes are still too rough and the rationales and the models need to be refined in the future researches. Many good research topics were stood out during the research process, more studies are needed to use the RMV strategy to expand the rationales and models of the development of computer-based learning materials. Topics such as emotional interface, affordances of sound objects, and domain-specific interface objects are worthy of further researches.
Other Identifiers: ntnulib_tp_A0903_04_001
Appears in Collections:教師著作

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