體驗區
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| 篇名 |
專題式學習結合ARCS學習動機理論與範例學習於數位影像設計課程教學成效之研究
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| 並列篇名 |
Teaching Effectiveness of Project-Based Learning Combined with ARCS Learning Motivation Theory and Example Learning for Digital Imaging Design Courses
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| 作者 |
郝光中(Kuang-Chung Hao)
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| 中文摘要 |
剪輯與後製特效是一個具有操作步驟繁瑣的學習過程，往往因為複雜度及困難無法解決導致學生學習動機低落。本研究旨在將專題式學習、ARCS學習動機理論及範例教學融入課程內容及教學策略，期望能提升學習動機與成效。本研究以某大學二年級的選修課數位影像設計為例，授課內容為鏡頭語言、分鏡圖繪製、影片剪輯、後製特效等。本研究採行動研究法，於107學年度實施並檢測學生的學習動機及成效，修正教學內容後再於108學年度實施。研究分析資料除學生作業成績外，並以教學滿意度問卷測試專業知識、核心能力、教材內容、課程規劃、師生互動；ARCS學習動機問卷測試專注、相關、信心、滿足。最後輔以開放式問卷比對量化資料。研究結果顯示：專題式學習影響學習成果的關鍵在於：設定階段性目標檢核點讓教師更能精準掌握課程流程，明定作業退回機制讓學生有可以修正的機會。ARCS學習動機理論影響學習成果的關鍵為：增加作業的關聯性，並與學生們的在地日常生活相連結；作業評分及評圖時維持一致的評分標準，讓學生確實掌握學習目標與正向思考。範例教學融入課程規劃成果的關鍵為：教師投入成為教材主角可提升學習動機，並讓學生能將所學知識舉一反三地運用在未來課程上。
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| 英文摘要 |
Editing and post production special effects are cumbersome processes, and their difficulty leads to low learning motivation among students. This research incorporated project-based learning, the Attention, Relevance, Confidence, and Satisfaction (ARCS) learning motivation model, and example teaching into a curriculum and teaching methodology to increase learning motivation and learning effectiveness. A second-year elective digital imaging design course in a university was used as a case study. The lectures covered camera movement, storyboarding, film editing, post production, and special effects. This study conducted in 2018 and employed action research. After the lectures were revised and the students’ learning motivation and learning effectiveness were evaluated, the course was implemented again in 2019. The data collected comprised students’ homework grades; the results of a teaching satisfaction questionnaire on professional knowledge, core competencies, lecture content, curriculum planning, and teacher–student interaction; and the results of the ARCS learning motivation questionnaire. These quantitative data were compared with the results of an open questionnaire. The results indicated that the key to topic-oriented learning is to set periodic checkpoints that enable teachers to control the course effectively. In addition, teachers returning students’ homework enabled the students to correct their mistakes. The key to improving learning outcomes by leveraging ARCS learning motivation theory is to increase the relevance of homework to students’ daily lives. Homework grading standards should be consistent to enable students to achieve the learning goals and develop a positive mentality. In example teaching, teachers’ input is crucial to increasing learning motivation and to enabling students to apply the knowledge they learn.
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| 頁次 |
037-098
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| 關鍵詞 |
ARCS學習動機理論
、專題式學習
、影視後製剪輯
、範例學習
、ARCS learning motivation
、project-based learning
、film editing and post production
、example learning
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| 卷期 |
5:1
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| 日期 |
202203
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| 刊名 |
教學實踐與創新
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| 出版單位 |
國立臺北教育大學
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| DOI |
10.53106/261654492022030501002
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