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研究生:邱姿懌
研究生(外文):QIU,TZU-YI
論文名稱:互動式多媒體學習軟體對於德語單字學習成效之影響-以Quizlet為例
論文名稱(外文):The Effectiveness of Quizlet on German Vocabulary Learning
指導教授:孟昭昶孟昭昶引用關係
指導教授(外文):MON, JAU-CHANG
口試委員:廖靖韻黃靖時
口試日期:2020-05-12
學位類別:碩士
校院名稱:國立高雄科技大學
系所名稱:應用德語系
學門:人文學門
學類:外國語文學類
論文種類:學術論文
論文出版年:2020
畢業學年度:108
語文別:德文
論文頁數:213
中文關鍵詞:多媒體學習德語單字習得ARCS 動機
外文關鍵詞:Multimedia LearningAcquisition of German VocabularyARCS Model
相關次數:
  • 被引用被引用:1
  • 點閱點閱:205
  • 評分評分:
  • 下載下載:52
  • 收藏至我的研究室書目清單書目收藏:1
資訊科技時代,多媒體、行動裝置蔚為教學與學習的重點趨勢,如何藉由多媒體軟體提升德語課堂多元性,並促進學生自學意願,此為本研究之動機。本研究旨在探討Quizlet對於德文初學者在德語單字習得、學習動機及課堂參與度的影響。本研究採介入觀察法(Participant Observation),從多媒體認知理論、電腦輔助語言學習理論及ARCS動機理論出發,設計量化問卷,並輔以質性訪談匯集研究資料,進行結果分析。受於個人尚未取得正式教師資格所導致研究限制之侷限,無法採用實驗組與對照組比較,因採「問卷測量」及「等組前後測比較」驗證學習成效。研究對象分別為兩所南部公立高中德語班學生及南部科技大學應用德語系大一生,共計68名,實驗維持八週至十週。
質量化研究結果發現如下:
1) Quizlet有助於學習者提升單字學習成效,並能夠提升使用者之學習動機及課堂參與度。
2) Quizlet能夠帶動德語課程的上課氣氛,有助於教學者快速複習單字及帶入課堂活動。
3) Quizlet的機動性有助於彌補傳統學習的劣勢,促進學生在考前透過軟體協助自學並有效率地達到成效。
4) 前後測結果亦指出學習者於學習上皆有正向的進步(p<.01)。
以上結果說明德語課堂融入多媒體軟體有助於提升整體成效及學習動機。


In the era of information technology, multimedia and mobile devices have become the main developing direction in the area of language teaching and learning. Therefore, the research aimed at the learning program – Quizlet. The purpose of the study was to discover the effectiveness of Quizlet to increase the diversity of the german classes, learning motivation of the german beginner and the acquisition of german vocabulary. This research adopted a research method of participant observation, including a questionnaire of the perspective of the german beginners to Quizlet. The questionnaire was based on cognitive theory of multimedia learning, computer-assisted language learning and ARCS Model. Other than that, in order to widen and deepen the finding of the research, an interview was conducted. Due to lack of an official qualification, this research confronted a limitation of no control group. The experiment lasted eight to ten weeks. The research subjects are high school students from Zhongzheng and Fongshan High school and freshmen from NKUST IFAD, a total of 68 people. The main research findings are below:
1) Quizlet is proved to increase the acquisition of vocabulary and learning motivation, and is helpful to the classroom climate.
2) Through Quizlet, the teaching activities can be easily blended into the german classes, and with the help of Quizlet the review of the teaching content can be effectively and interestingly conducted.
3) The mobility of Quizlet can remedy the shortage of traditional learning, and encourage autonomous learning. The result of the pretest and posttest comparison has reached a positive progress. (P<.01)

摘要 i
Abstract ii
ZUSAMMENFASSUNG iii
謝誌 lii
表目錄 lvi
圖目錄 lviii
壹. 緒論 1
1.1. 研究背景與動機 1
1.2. 研究目的及問題 7
1.3. 研究方法、範圍與限制 7
貳. 文獻探討 9
2.1. 單字在外語學習扮演的角色 9
2.1.1. 傳統單字教學策略 10
2.1.2. 傳統單字學習策略 14
2.2. 多媒體認知學習理論 18
2.3. 多媒體設計原則與認知負荷理論 24
2.4. 電腦輔助語言學習(Computer-Assisted-Language-Learning) 29
2.4.1. CALL 相關理論發展沿革 30
2.4.2. CALL運用於單字教學的相關研究 36
2.5. 行動學習 38
2.5.1. 行動裝置輔助語言學習(Mobile Assisted Language -Learning) 38
2.5.2. MALL運用於單字教學的相關研究成果 40
2.6. 學習動機與多媒體學習 42
2.6.1. 學習動機類型 43
2.6.2. ARCS動機理論模組 44
2.7. 多媒體學習與課堂互動之關係 49
2.8. Quizlet與單字教學之相關研究 51
參. 研究方法與設計 54
3.1. 研究軟體-Quizlet 54
3.2. 研究流程 63
3.3. 研究對象與場域 64
3.4. 研究工具 65
3.4.1. 課程設計 65
3.4.2. 課前課後單字測驗評量 72
3.4.3. Quizlet使用感受問卷 72
3.4.4. 質性訪談問題內容 77
3.5. 資料蒐集過程與結果分析 78
3.5.1. 課程施作與評量過程 79
3.5.2. 量表效度與信度測量 79
3.5.3. 問卷與訪談結果分析 79
肆. 研究結果分析 81
4.1. 基本資料 81
4.2. 問卷結果分析 87
4.2.1. 問卷效、信度分析結果 87
4.2.2. Quizlet軟體設計滿意度分析 92
4.2.3. Quizlet與傳統單字學習之比較結果分析 94
4.2.4. Quizlet與學習動機之關係分析結果 96
4.3. 前後測成績分析結果 98
4.4. 質性訪談資料分析 100
伍. 結論 111
5.1. 研究結論 111
5.1.1. 基本資料調查結果: 111
5.1.2. 軟體設計滿意度之調查結果: 111
5.1.3. Quizlet軟體與傳統單字學習策略之比較調查結果: 113
5.1.4. 動機之關係: 114
5.2. 質性訪談結果 115
5.3. 關於Quizlet軟體設計發展之建議 117
5.4. 未來德語教學與相關研究方向之建議 118
5.4.1. 台灣德語教學未來方向之建議 118
5.4.2. 相關研究方向之建議 119
參考文獻 121
附錄 126
附錄一 Quizlet使用感受問卷 126
附錄二 Beste Freunde Lektion 2 單字前測 130
附錄三 Beste Freunde Lektion 2 單字後測 131
附錄四 Beste Freunde Lektion 3 單字前測 132
附錄五 Beste Freunde Lektion 3 單字後測 133
附錄六 Schritte International neu Lektion 4 單字前測 135
附錄七 Schritte International neu Lektion 4 單字後測 138
附錄八 Schritte International neu Lektion 5 單字前測 140
附錄九 Schritte International neu Lektion 5 單字後測 141
附錄十 質性訪談逐字稿 142

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