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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/114024

    Title: 多媒體學習認知理論於教學影片設計與呈現之研究
    Other Titles: A study of cognitive theory for multimedia learning in instructional video design and presentation
    Authors: 陳南羽;Chen, Nan-Yu
    Contributors: 淡江大學課程與教學研究所碩士班
    陳劍涵;Chen, Chien-Han
    Keywords: Cognitive theory for Multimedia learning;instructional video;teacher education;多媒體學習認知論;師資培育;教學影片認知負荷
    Date: 2017
    Issue Date: 2018-08-03 14:39:10 (UTC+8)
    Abstract: 本研究的目的在了解即將成為新任教師的師培生們,在面臨新興科技的衝擊下是否具備製作有效教學影片的知識與技能。研究者以多媒體學習認知理論為理論架構,分析並檢核師培生所製作之六支不同學科的教學影片。本研究採用內容分析法為主要研究方法,透過擔任檢核者的專業教師們觀看影片後,以多媒體學習認知理論的檢核表進行分析並檢核其教學影片,研究者並訪談檢核者了解對該影片的教學意見。本研究獲致以下研究結論與發現:
    1. 檢核表製作上的發現: 本研究所製作之檢核表為參照Mayer(2009)所提出多媒體學習認知理論及其原則項目所訂定製作,但在實際檢核上發現有些理論上無法檢核的要素,故檢核表上應增添並調整項目,讓檢核項目更為完善。
    2. 教學影片製作與分析上的發現:本研究結果發現,師培生及檢核者本身的科技能力與教學專業的認知影響教學影片製作與檢核上的客觀性。依據研究結果,研究者認為教學影片之教學面與科技面應取得平衡,乃是今後製作教學影片上一個重要的課題。
    The main purpose of this research study is to understand if preservice teachers in teacher education program have enough technological and instructional skills to produce effective instructional videos, in the era of emerging technologies. Based on Cognitive theory for Multimedia learning as a theoretical framework, this research study analyzes and checks six instructional videos produced by preservice teachers of various subject background. This research study also adopts content analysis as main research method, inviting professional teachers as co-researchers to analyze and check the videos based on Cognitive theory for Multimedia learning, as well as interviews to understand feedbacks. This research study proposes the following research conclusion and findings:

    1. Regarding the checklist: The checklist produced in this study is based on Meyer’s (2009) Cognitive theory for Multimedia learning, but it cannot covers all the elements in instructional videos, it is thus needed that the checklist to be adjusted.
    2. Regarding the production and analysis: This research shows that technological and professional teaching expertise of both the preservice teachers as well as the co-researchers affect the objectivity of the video production and analysis.
    Based on research findings, this study suggests a balance between instructional and technological aspects, which is also a crucial issue afterwards.
    Appears in Collections:[Master's Program, Graduate Institute of Curriculum and Instruction] Thesis

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