English  |  正體中文  |  简体中文  |  Items with full text/Total items : 49350/84014 (59%)
Visitors : 7262542      Online Users : 67
RC Version 7.0 © Powered By DSPACE, MIT. Enhanced by NTU Library & TKU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/31301

    Title: 視覺設計課程對學習者視覺素養影響之個案研究
    Other Titles: A case study of the influence of visual design course on students' visual literacy
    Authors: 陳芝穎;Chen, Chih-ying
    Contributors: 淡江大學教育科技學系碩士班
    鄭宜佳;Cheng, Yi-chia
    Keywords: 視覺素養;視覺設計;visual design;visual literacy
    Date: 2009
    Issue Date: 2010-01-11 00:30:20 (UTC+8)
    Abstract: 視覺素養的提升可幫助對訊息意義的解讀,且視覺素養的重要性已逐漸被國內外所接受,並被認為是可訓練、培養的一種能力。本研究旨在了解透過視覺設計課程對大學生視覺素養的影響,以個案大學教育科技系學生為研究對象,採測驗的方式,瞭解研究對象在視覺設計課程前後,其視覺認知是否提升,並透過問卷調查了解研究對象對於視覺設計原則運用自評的情形。視覺設計課程以Lohr (2008)提出之PAT理論為授課主要內容,測驗部份對應課程內容進行編制,以測量視覺設計課程前後研究對象認知變化,並以自評問卷蒐集資料,了解學習者自評對視覺設計原則的運用能力。
    Improving visual literacy becomes more and more important nowadays because it can enhance interpretation of graphics. While visual literacy can be improved by training, the purpose of this study was to explore the influence of visual design principles on students’ visual literacy. The content of the visual deign principle lesson and the visual design principle test were developed based on Lohr’s (2008) visual design framework. In addition, a self-rated survey was created to determine how participants perceive their visual design abilities.
    Findings in this study revealed that there was significant difference between pre-test and post-test on the visual design principle test. Students’ visual literacy was enhanced through the visual design principle lesson. For the aspects of principle and activity, significant differences were also found between pre- and post-tests. For the aspect of tool, no significant difference was found. On the contrary, students performed significantly worse on shape after the lesson.
    The average ratings for each item in the self-rated survey were over 4, indicating that participants perceived that they possess visual design abilities. Responses in the open-ended questions suggested that over 90% of participants felt that the lesson was really helpful to them and 66.66% of participants stated that there is no need to revise the lesson. Other opinions included provide more examples, speed up the lecture, explain the concepts in more details, lengthen the lecture time, arouse participants’ interests, and so forth.
    When comparing test scores to ratings in the self-rated survey, it was discovered that the results were not consistent. For example, students high in test scores might rate themselves low in the self-rated survey, and vice versa. To improve students perceiving their ability of visual desing, instructors can conduct cooperative learning to facilitate reciprocal teaching and tutoring. Furthermore, hands-on activities should be utilized to give students more opportunities to apply the visual design principles.
    For future studies, researchers can use other visual thinking software to deliver the lesson or test. As for the test, further research should increase the number of question items and subjects to improve reliability. In terms of designing lessons for participants in different fields, refer to Christophen’s (1997) study which explored the importance of visual literacy in different disciplines. With regard to the structure of the lesson, future research can organize appropriate content base on students’ prior knowledge.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

    Files in This Item:

    File SizeFormat

    All items in 機構典藏 are protected by copyright, with all rights reserved.

    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library & TKU Library IR teams. Copyright ©   - Feedback