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研究生:許瑞揚
研究生(外文):HSU, JUI-YANG
論文名稱:透過Refined Kano Model、I-S Model和決策樹尋找學習者對教學影片內設計元素的需求
論文名稱(外文):Discover Learner Needs for Design Elements in Instructional Videos with Refined Kano Model, I-S Model, and Decision Trees
指導教授:陳隆昇陳隆昇引用關係
指導教授(外文):CHEN, LONG-SHENG
口試委員:陳牧言陳隆昇張景榮
口試委員(外文):CHEN, MU-YENCHEN, LONG-SHENGCHANG, JING-RONG
口試日期:2020-03-26
學位類別:碩士
校院名稱:朝陽科技大學
系所名稱:資訊管理系
學門:電算機學門
學類:電算機一般學類
論文種類:學術論文
論文出版年:2020
畢業學年度:108
語文別:中文
論文頁數:112
中文關鍵詞:視覺化提示情緒設計教學影片Refined Kano Model 分 析I-S Model分析決策樹
外文關鍵詞:Visual cuesEmotional designVideo learningRefined Kano ModelI-S ModelDecision tree
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隨著科技逐漸的進步,學習不再只能透過面對面教學,眾多數位學習教材如雨後春筍般出現,改變了人們的學習模式。在資訊量爆炸的時代,如何抓住學習者對於教學影片的注意力與提升學習成效,是每個教學設計師共同的目標。
本研究針對教學影片中會使用的設計要素, 以擊弦器為教案,針對視覺化提示和情 緒設計方面,設計了箭頭提示、動態箭頭提示、顏色漸變提示、反提示法、字體樣式、色彩應用、擬人化、視聽互補等八個要素,使用 Refined Kano Model結合 I-S Model進行使用者需求分析,了解學習者對於每項設計要素的滿意度及重要度,發掘學習者對於教學影片的期望與需求。此外,本研究亦透過決策樹進行深入資料分析,並針對不同變數 (如是否為設計專業、觀賞頻率高低和使用經驗等 )進行交叉分析,進而找出影響學習者學習的各項關鍵設計因素。
研究結果,依學習者背景、使用數位學習經驗、頻率及教學影片長短等不同情 境,給教材設計師設計時參考。透過本研究,教材設計師可更加了解如何有效使用設計要素,讓教學影片可以達到最佳的學
習效果。
With the gradual progress of technology, learning is no longer only through face-to-face teaching. Numerous e-learning materials have sprung up and changed people’s learning behaviors. In the era of explosion of information, how to seize the attention of learners for teaching videos and improve learning effectiveness is the common goal of every teaching designer.
This study aims at the design elements that will be used in teaching videos. This study takes the action of the string as a lesson plan. For visual cues and emotional design, it designs eight elements, including arrow prompts, dynamic arrow prompts, color gradient prompts, anti-hint methods, font styles, color application, anthropomorphism, and audio-visual complementarity. Then, Refined Kano Model combined with IS Model have been used to analyze user needs, understand learners ’satisfaction and importance of each design element, and discover learners’ expectations and demand. In addition, this study also conducted in-depth data analysis through decision trees, and conducted cross-analysis on different variables (such as whether it is a design major, viewing frequency and experience, etc.) to find out the key factors that affect learners’ learning.
目錄
第一章 緒論 1
1.1 研究背景 1
1.2 動機及目的 5
第二章 文獻探討 9
2.1 多媒體學習認知理論 9
2.2 數位學習 10
2.3 設計要素 11
2.3.1視覺化提示 12
2.3.2情緒設計 15
2.4 精確狩野模型 (Refined Kano Model) 18
2.5 重要度 -滿意度分析 (Importance–Satisfaction Model, I-S Model) 23
2.6 決策樹 (DT) 27
第三章 研究方法 29
3.1 Refined Kano model & I-S Model 31
3.2 決策樹 (DT) 35
第四章 研究結果 37
4.1 Refined Kano Model & I-S Model 研究結果分析 37
4.2 決策樹研究結果分析 62
第五章 結論 73
5.1 討論 73
5.2 結論 86
5.3 未來研究方向 91
參考文獻 93
附錄(線上問卷) 101

表目錄
表2.1、視覺化提示方法參考文獻 13
表2.2、情緒設計要素文獻探討 16
表2.3、精確狩野模型品質要素對照表 20
表2.4、Refined Kano Model 參考文獻 23
表2.5、I-S Model 參考文獻 26
表2.6、決策樹參考文獻 28
表3.1、 Kano Model 問卷分析之品質要素對照表 34
表3.2、 Refined Kano Model單一樣本分析結果範例 34
表3.3、 I-S Model 單一樣本分析結果範例 34
表3.4、 最佳規則樹之重要條件 36
表4.1、 設計要素參考文獻 38
表4.2、 專家學歷與資歷 39
表4.3、 專家對教學影片內設計要素修正表 39
表4.4、 專家綜合意見表 40
表4.5、 設計要素說明之具備箭頭提示 41
表4.6、 設計要素說明之不具備箭頭提示 42
表4.7、 設計要素說明之具備動態箭頭提示 43
表4.8、 設計要素說明之不具備動態箭頭提示 44
表4.9、 設計要素說明之具備顏色漸變提示應用於素材 45
表4.10、 設計要素說明之不具備顏色漸變提示應用於素材 46
表4.11、 設計要素說明之具備提示方法:反提示法 47
表4.12、 設計要素說明之不具備提示方法:反提示法 48
表4.13、 設計要素說明之具備字體樣式:24pt 49
表4.14、 設計要素說明之不具備字體樣式:24pt 50
表4.15、 設計要素說明之具備色彩應用:前景色以鮮豔的暖色調為主色調 51
表4.16、 設計要素說明之不具備色彩應用:前景色以鮮豔的暖色調為主色調 52
表4.17、 設計要素說明之具備擬人化 53
表4.18、 設計要素說明之不具備擬人化 54
表4.19、 設計要素說明之具備視聽互補:應用於運作模式 55
表4.20、 設計要素說明之不具備視聽互補:應用於運作模式 55
表4.21、 問卷數統計 56
表4.22、 基本資料人數分布 58
表4.23、 Kano Model 品質要素分析 59
表4.24、 Refined Kano Model 品質要素分析 61
表4.25、 I-S Model區域歸類 62
表4.26、 箭頭提示之決策樹規則 63
表4.27、 動態箭頭提示之決策樹規則 64
表4.28、 顏色漸變提示應用於素材之決策樹分析規則 65
表4.29、 提示方法:反提示法之決策樹分析規則 66
表4.30、 字體樣式:24pt之決策樹分析規則 67
表4.31、 色彩應用:前景色以鮮豔的暖色調為主色調之決策樹分析規則 69
表4.32、 擬人化之決策樹分析規則 70
表4.33、 視聽互補:應用於運作模式為主色調之決策樹分析規則 71
表5.1、Kano Model 之「是否為設計專業」交叉分析 73
表5.2、Refined Kano Model 之「是否為設計專業」交叉分析 75
表5.3、Kano Model 之「截至目前的使用經驗」交叉分析 76
表5.4、Refined Kano Model 之「截至目前的使用經驗」交叉分析 77
表5.5、Kano Model 之「使用頻率」交叉分析 78
表5.6、Refined Kano Model 之「使用頻率」交叉分析 80
表5.7、Kano Model 之「影片長度」交叉分析 81
表5.8、Refined Kano Model 之「影片長度」交叉分析 82
表5.9、I-S Model 之「是否為設計專業」交叉分析 83
表5.10、I-S Model 之「截至目前的使用經驗」交叉分析 84
表5.11、I-S Model 之「使用頻率」交叉分析 85
表5.12、I-S Model 之「影片長度」交叉分析 86
表5.13、Kano Model 、Refined Kano Model 和 I-S Model總整理 89
表5.14、Refined Kano Model和基本資料交叉分析建議 90
表5.15、決策樹之影響教學影片內設計要素重要條件 90

圖目錄
圖1.1、 常見的箭頭提示 3
圖2.1、 Refined Kano Model 19
圖3.1、 研究流程 29
圖3.2、 Refined Kano Model與I-S Model應用範例 33
圖4.1、 擊弦器組件運作步驟 37
圖4.2、 具備箭頭提示之影片截圖 41
圖4.3、 不具備箭頭提示之影片截圖 42
圖4.4、 具備動態箭頭提示之影片截圖 43
圖4.5、 不具備動態箭頭提示之影片截圖 44
圖4.6、 具備顏色漸變應用於素材之影片截圖 45
圖4.7、 不具備動態箭頭提示之影片截圖 46
圖4.8、 具備提示方法:反提示法之影片截圖 47
圖4.9、 不具備提示方法:反提示法之影片截圖 48
圖4.10、 具備字體樣式:24pt之影片截圖 49
圖4.11、 不具備字體樣式:24pt之影片截圖 50
圖4.12、 具備色彩應用:前景色以鮮豔的暖色調為主色調之影片截圖 51
圖4.13、 不具備色彩應用:前景色以鮮豔的暖色調為主色調之影片截圖 52
圖4.14、 具備擬人化之影片截圖 53
圖4.15、 不具備擬人化之影片截圖 54


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