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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/31215

    Title: 數位教材中事實與概念學習結果之訊息設計原則研究
    Other Titles: The study of message design principles for e-materials in teaching facts and concepts
    Authors: 廖珮如;Liao, Pei-lu
    Contributors: 淡江大學教育科技學系碩士班
    徐新逸;Shyu, Hsin-yih
    Keywords: 訊息設計原則;教學設計;數位學習;數位教材;事實;概念;模糊德菲法;message design principle;Instructional Design;e-Learning;e-materials;facts;Concepts;fuzzy Delphi technique
    Date: 2005
    Issue Date: 2010-01-11 00:24:19 (UTC+8)
    Abstract: 本研究目的為建構「數位教材中事實和概念學習結果之重要訊息設計原則」,透過專家群的平均性意見來歸納這些原則,以便提供數位教材之教學設計工作者及相關領域工作者參考,以利數位教學設計工作的執行。

    The purpose of this study was to construct the message design principles for e-materials in teaching facts and concepts. Literature analysis method was first used in order to synthesize and develop related preliminary questionnaire before the formal survey. Then, the Fuzzy Delphi Method was implemented to collect opinions from 15 experts. Based on the experts’average opinions, this results were to present the principles for designing E-materials in teaching facts and concepts and also worked as references for instructional designers.
    The outcomes were summaried as follow:
    1.There were no significant difference among experts’opinions in those principles.
    2.Based on the results from fuzzy Delphi technique, there were 18 items of e-martial teaching of general message design rules, 25 items of message design rules of E-martial teaching of Facts learning outcome, and 37 items of message design rules of E-martial teaching of Concepts learning outcome to be generated . Totally, there were 80 items of message design principles in teaching facts and concepts. Those items of principles were listed by their importance order.
    3.Overall,it was found that the Facts and Concepts categories shared the 6 same items of principles. This result suggested those 6 items may be used as design principles for other learning domain.
    This study is important because the result provides a guide or scaffolding for instructional designers to design an effective message in teaching facts and concept.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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