臺灣博碩士論文加值系統

本研究旨在探討數位學習媒介學習者的認知與自身的想像力，其中包括心像題材豐富性、流暢力，變通力和獨創力的能力之間關係。設計師吸收設計信息，並結合自己的想像力以創造完美的工作。然而，設計師們有不同的想像能力，需要不同的設計信息。研究設置兩種類型的信息，屬於敘事性知識與程序性知識，敘事性知識是具體的，而程序性知識是抽象的。以碼理論應用於三種編碼類型包括圖像編碼，圖像與文字編碼和文字編碼，組成數位學習教材。
對數位學習的學生認知過程進行了統計分析。結果顯示，高心像題材豐富性的學生能較好的學習所有的知識，高流暢力的學生能較好的學習敘事性知識，高變通力的學生能較好的學習敘事性知識與程序性知識，高獨創力的學生學習效果都較差。在教學教材：文字編碼較好學習具象化的知識，圖像編碼較好學習抽象化的知識，而兩種知識混合，會影響學生的學習效果。

This study explored the relationship between learner’s cognition of the E-learning media and their imagination ability which included of the abilities in initiation, fluency, flexibility, and originality. Designers absorb design information and combine their imagination to create wonderful jobs. However, designers who with different imagination abilities need different design information. This study set two kind of information either belong to the Declarative knowledge or the Procedural knowledge, while the Declarative knowledge is concretized, and the Procedural knowledge is abstract. Duo-code Theory was applied in encoding the E-learning materials to three encoding types included image encoding, image with text encoding and text encoding.The students'' cognitive processes of digital media learning were performed and statistic analyzed.
The result showed, high initation students has better learning at all the knowledge, high fluency students has better learning at declarative knowledge, high flexibility students has better learning at declarative knowledge and procedural knowledge, high originality students has poor learning at all knowledge. In teaching material: Text encoding has better learning at figurative knowledge, Image encoding has better learning at abstract knowledge, and two knowledge mixes will affect the students learning.

摘要 i
ABSTRACT ii
致謝 iv
目錄 v
表目錄 viii
圖目錄 x
第一章 緒論 1
1.1 研究動機 1
1.1.1 想像力之探索 1
1.1.2 數位學習媒介之教材編碼重要性 2
1.1.3 數位教材之圖文編碼 3
1.2 研究目的與問題 4
1.3 研究範圍與對象 4
1.4 研究流程與步驟 5
第二章 文獻探討 7
2.1 文獻回顧理念 7
2.2 想像力之探討 7
2.2.1 想像力之闡述 7
2.2.1.1 想像力之思考歷程 9
2.2.1.2 想像力之種類 10
2.2.2 想像力與創造力差異 11
2.3 想像力與圖像 13
2.3.1 想像思考的表徵形式 13
2.3.1.1 心像之探索 13
2.3.1.2 雙碼理論 14
2.3.2 圖像之功能與教學 15
2.3.2.1 圖像之溝通設計 16
2.3.2.2 圖像教學 17
2.4 數位學習教材之解編碼 18
2.4.1 多媒體數位學習 18
2.4.1.1 影像數位學習 19
2.4.1.2 多媒體設計原則 20
2.4.1.3 ADDIE數位學習教學設計 21
2.4.2 設計知識之設計準則 23
2.5 小結 25
第三章 研究架構與方法 27
3.1數位建築影音教材設計之研究架構 27
3.1.1 建築設計課程教材發展歷程 28
3.1.1.1 分析教材 29
3.1.1.2 設計教材 32
3.1.1.3 發展數位教材 35
3.1.1.4 實施與評鑑 43
3.2 研究假設 43
3.3 研究設計 44
3.4 研究對象 44
3.5 研究工具 44
3.5.1 影片 44
3.5.1.1 錄音工程及後製 45
3.5.1.2 影像工程及後製 45
3.5.2 實驗 46
3.5.2.1 想像力測驗問卷 46
3.5.2.2 學習效度問卷 46
第四章 研究結果分析 48
4.1 想像力思考量表分析 48
4.2 想像力與知識屬性學習成效分析 49
4.2.1 心像題材豐富性與不同知識屬性 50
4.2.2 流暢力與不同知識屬性 52
4.2.3 變通力與不同知識屬性 54
4.2.4 獨創力與不同知識屬性 56
4.3 媒材編碼與學習成效分析 59
4.3.1 環境單元與不同編碼媒介 60
4.3.2 機能單元與不同編碼媒介 60
4.3.3 技術單元與不同編碼媒介 61
4.3.4 美學單元與不同編碼媒介 62
4.3.5 使用者單元與不同編碼媒介 62
4.4 小結 63
第五章 結論與建議 66
5.1 結論 66
5.1.1不同想像力之能力高低與知識屬性之學習成效 67
5.1.2探討不同媒材編碼方式之學習成效 69
5.1.3想像力與雙碼理論之結合 69
5.2 後續研究方向 71
5.2.1 研究限制 71
5.2.2後續研究建議 71
參考文獻 73
附錄一 建築概論之影片學習成效問卷 80
附錄二 想像力思考量表 81
附錄三 口白文字稿 100
附錄四 「建築設計」教材影像光碟 108

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