ARCS動機模型應用於技術型高中短影音教材設計之研究—以色彩原理課程為例

Abstract

由於科技之便利，人們因數位媒體的普及進入短影音的時代。而短影音具有時長短的優勢，可作為教材之用。設計群科中心課程也納入共同實習短影音教材影片，卻缺乏共同專業科目之課程。因此本研究依據108年之「十二年國民基本教育技術型高級中等學校設計群科課程綱要—設計群」之內容，選定「色彩原理」之共同專業科目之課程，並依據其教學目標，以ARCS動機模型作為架構，進行短影音教材設計，以利教師與學生於課堂之應用。本研究首先以文獻探討進行初步的規劃與研究內容的了解，後續透過半結構式訪談與修正式德菲法蒐集專家之見解，進而完成「色彩原理」短影音教材的內容設計，最後歸納出三點結論如下：一、線上影音分享平臺之教育應用展現三大優勢：(一)自我學習工具；(二)課堂輔助工具；(三)成果發表管道。以此發布教材，可突破載體限制、促進資源流通應用，進而擴大學習影響力。二、ARCS動機模型應用於短影音教材的具體策略包括四個階段：「引起注意」以生活時事作為教學切入點；「切身相關」強調知識實務之應用，連結理論與實踐；「建立信心」階段性學習驗收，降低學習負擔；「感到滿足」短影音聚焦，掌握重點，以達到學習滿足。三、「色彩原理」短影音之教材內容，是選定課本第六章「色彩應用」為範本，依據其節次項目分為「色彩應用」與「色彩在生活面向之應用」，共計21集。Due to technology advancement, digital media entered the short video era. The Design Center curriculum includes short video materials but lacks basic knowledge courses. This study selected"Color Principles" based on the 2018 curriculum guidelines, using the ARCS motivational model to design short video materials for classroom application. The study employed literature research, semi-structured interviews, and Delphi method to collect expert opinions. Three conclusions emerged： 1.Online audio-visual platforms demonstrate three advantages: self-learning tools, classroom supplements, and result publication channels, breaking carrier limitations and expanding influence. 2.ARCS motivational model includes four stages:"Attention" uses life events as entry points; "Relevance" emphasizes practical application linking theory and practice; "Confidence" provides staged assessment reducing cognitive load; "Satisfaction" is achieved through short videos that are focused and concise, helping learners grasp key points and experience a sense of fulfillment in learning. 3."Color Principles" short-video materials are based on Chapter 6 "Color Application," covering "Color Application" and "Color Application in Life Aspects" sections, comprising 21 episodes total.