臺灣博碩士論文加值系統

數位影片學習教材已經成為時下學習者流行的學習方式，用以即時獲得最新資訊並促進知識的理解。數位影片提供了學習者一個便利的學習環境，在沒有導師條件下來做教學課程內容的預覽和複習。雖然一些研究顯示，數位影片可以有效地提高學習者的學習動機，興趣和集中力。但數位影片仍然會對學習者造成一些的負面效果。根據認知負荷理論，動態多媒體可能會導致外在的認知負荷，影響學習效果。
因此，本研究提出一個對影片加入註記用以強調重要內容的策略。這個基於網絡的影片註記工具的設計稱為VAT (Video Annotation Tool)，提供傳統方式的文字和圖形註解的註記功能在數位學習影片畫面上。這種比較性的研究，引用兩種類型的網路教材：數位學習影片教材和數位學習影片有註記功能的教材。另外，本研究透過可靠的問卷，除了調查了言辭型和視覺型不同認知風格的學習者使用數位影片與VAT學習教材的行為，討論學習教材內容的理解力測驗對於言辭型與視覺型不同認知風格的差異來進行分析這兩者之間的關係外；還調查了教材內容對於言辭型與視覺型不同認知風格，在認知負荷上的差異。實驗結果顯示VAT學習教材對於言辭型與視覺型不同認知風格的學習者，在學習成效與認知負荷上都是顯著的。最後，透過對學習者做的以科技接受模式為基礎的問卷調查表，探討註記工具VAT在易用性與有用性與滿意度上的認知程度，確認了VAT的適用性與發展性。

The use of videos in learning has become a popular way to obtain the latest information and facilitate student comprehension. Videos provide a convenient learning environment for learners to preview and review the content of learning material without the need for an instructor. Although there several studies indicate that videos could effectively increase learner motivation, interest and concentration, they may also have some negative effects, such as causing excessive cognitive load.
Therefore, this study proposed a strategy to emphasize the important content in a video by adding annotations. A web-based video annotation tool, called VAT, was designed, providing various annotating functions, such as adding both textual and graphic annotations to videos. This comparative study included two types of online materials: video learning material, and video annotation learning material. A questionnaire was used to investigate the verbal and visual cognitive styles that learners used when working with the learning materials to examine the relationship comprehension, cognitive load and different style learners. The results indicate that VAT can significantly increase learning performance and reduce cognitive load for both verbal and visual style learners. Finally, the results of a TAM-based questionnaire about perceived ease of use, usefulness and satisfaction confirmed the applicability of VAT.

摘要 i
Abstract ii
誌謝 iii
Table of Contents iv
List of Table vi
List of Figures vii
Chapter 1 Introduction 1
1.1 Effects of Video Learning 1
1.2 Cognitive Load 2
1.3 The Introduction of Annotation 3
1.4 Video Annotation Tool 4
1.5 Cognitive Style 5
1.6 TAM (Technology Acceptance Model) 6
1.7 Research Questions 6
Chapter 2 Literature review 8
2.1 Effects of Digital Video Learning 8
2.2 Cognitive Load 9
2.3 Annotation 9
2.4 Cognitive Styles： Verbal and Visual 11
2.5 Technology Acceptance Model 12
Chapter 3 Experimental Design 13
3.1 Participants 14
3.2 Learning Materials 14
3.3 Video Annotation Tool 15
3.4 Experimental Procedure 18
Chapter 4 Experimental Result and Discussion 20
4.1 Experimental Result 20
4.2 Discussion 25
Chapter 5 Conclusion and Further Research 29
References 31
Appendix A Verbal and Visual Style Questionnaire 36
Appendix B TAM Questionnaire 38
Appendix C Cognitive Load Questionnaire 44

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