情境模擬數位教材設計之研究
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2005
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Abstract
本研究探討情境模擬式數位教材之設計內涵，期望能讓學習者身歷其境的感受，導引學習者主動學習思考，並學習到真實環境中可應用的知識，達到學習的目標與成效。為達本研究目的，首先探討與分析文獻，發展「情境模擬數位教材設計要項」初稿，依所探討出的設計要項，建置一個情境模擬式數位教材，而後藉由學習者問卷調查與資深實務專家訪談，同時從兩個面向來評估及驗證前述情境模擬數位教材的實用性與設計要項的適用性。經由上述的研究歷程，本研究所發展出「情境模擬數位教材」設計要項有十九項，融入系統化教學設計的五大步驟如下：
一、分析
教學主題分析、學員背景分析、學習目標分析、組織績效分析。
二、設計
1.教學策略：必須包含故事情境編劇與學習主題式。
2.教學內容：策略性章節規劃、選項點選組合、成功路徑確認。
3.介面設計：螢幕畫面設計、學習導引規劃。
4.學習策略：案例角色扮演。
三、發展
腳本撰寫、模擬路徑整合。
四、實施
吸收建議更正、試用評估。
五、評鑑
信度、效度、實用性。
依據以上情境模擬數位教材設計要項實際開發教材得知：情境模擬數位教材需由一個團隊分工製作，而研究實証也顯示情境模擬教材確實能提高學習動機，且對學習者發揮良好的學習遷移效果。
This study aims at exploring the instructional design process and criteria for a scenario-based e-Learning course that situates learners in realistic situations and leads them to active thinking and meaningful decision. Under a scenario-based learning design concept, learners tend to absorb knowledge and meanwhile apply it to real world efficiently. This study first outlined the scenario-based learning design process through documentary analysis, and later on creating a on-job training course for a insurance company to verify and modify the attained criteria by questionnaire surveys and expert interviews. Finally, the explored design criteria were summarized and integrated into the ADDIE instruction design model: (1) Analyze：instructional setting, education and experience of the learners, learning objectives, and performance measures. (2) Design：scenario, model of the subject, strategy initiation sections, point and click, solution paths, interface design, learning help, and role play of the case. (3) Develop：diagramming the script, structure and sequence program outline. (4) Implement：feedback and revise and conduct the pilot. (5) Evaluate：reliability, validity, and utility. Based on the experience of the study, a scenario-based e-Learning course should be designed through team work. This study also shows that a well-designed scenario-based e-Learning course can indeed highly motivate learners. Meanwhile, it also increases the transfer of learning derived from assessment-centered feedback.
This study aims at exploring the instructional design process and criteria for a scenario-based e-Learning course that situates learners in realistic situations and leads them to active thinking and meaningful decision. Under a scenario-based learning design concept, learners tend to absorb knowledge and meanwhile apply it to real world efficiently. This study first outlined the scenario-based learning design process through documentary analysis, and later on creating a on-job training course for a insurance company to verify and modify the attained criteria by questionnaire surveys and expert interviews. Finally, the explored design criteria were summarized and integrated into the ADDIE instruction design model: (1) Analyze：instructional setting, education and experience of the learners, learning objectives, and performance measures. (2) Design：scenario, model of the subject, strategy initiation sections, point and click, solution paths, interface design, learning help, and role play of the case. (3) Develop：diagramming the script, structure and sequence program outline. (4) Implement：feedback and revise and conduct the pilot. (5) Evaluate：reliability, validity, and utility. Based on the experience of the study, a scenario-based e-Learning course should be designed through team work. This study also shows that a well-designed scenario-based e-Learning course can indeed highly motivate learners. Meanwhile, it also increases the transfer of learning derived from assessment-centered feedback.
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情境模擬, 數位教材, scenario-based, e-Learning course