跳到主要內容

臺灣博碩士論文加值系統

(44.200.194.255) 您好!臺灣時間:2024/07/24 06:26
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果 :::

詳目顯示

: 
twitterline
研究生:徐護慈
研究生(外文):HSU, HU-TZU
論文名稱:微學習教材設計形式與影響之研究:以大學教育心理學基模單元為例
論文名稱(外文):The Impact of Microlearning Material Design on College Students' Learning: Educational Psychology Course as an Example
指導教授:王佩瑜王佩瑜引用關係
指導教授(外文):Wang, Pei-Yu
口試委員:王佩瑜劉漢欽吳梅君
口試委員(外文):Wang, Pei-Yu
口試日期:2023-12-26
學位類別:碩士
校院名稱:國立嘉義大學
系所名稱:數位學習設計與管理學系
學門:教育學門
學類:教育科技學類
論文種類:學術論文
論文出版年:2024
畢業學年度:112
語文別:中文
論文頁數:81
中文關鍵詞:線上學習微學習學習動機學習成效認知負荷
外文關鍵詞:online learningmicrolearninglearning motivationlearning effectivenesscognitive load
相關次數:
  • 被引用被引用:0
  • 點閱點閱:48
  • 評分評分:
  • 下載下載:13
  • 收藏至我的研究室書目清單書目收藏:0
微學習是近年興起的學習模式,教學時間短且內容完整是微學習的主要教學型態,通常以十分鐘以內的教學時間為限,讓學習者可以在短時間內吸收到完整的主題或概念。本研究以教育心理學課程的「基模理論」為例,旨在研究不同微學習教材的設計對學習之影響。本研究之自變數為兩種不同的教材設計如下:1)微學習Youtube影片、2)微學習Podcast音訊,依變數為學習成效、學習動機、認知負荷以及學習行為。以南臺灣某大學之學生為樣本,自大學部或研究所共募集53人,以隨機分派分為兩組,採用獨立樣本t檢定與卡方檢定進行分析。研究結果發現微學習Youtube影片組在學生的學習動機(注意力面向)優於微學習Podcast音訊組,且學習行為中的是否播放加速亦高於微學習Podcast音訊組。期本研究能作為微學習教材設計之參考。
Microlearning, an emerging learning modality in recent years, is characterized by brief instructional sessions with concise content. Typically, the instructional time is limited to within ten minutes, allowing learners to absorb complete topics or concepts in a short period. This study focuses on the "Schema Theory" in educational psychology and aims to investigate the impact of different designs of microlearning materials on learning outcomes. The independent variables consist of two types of instructional materials: 1) microlearning YouTube videos and 2) microlearning podcast audio. Dependent variables include learning effectiveness, learning motivation, cognitive load, and learning behavior. A sample of 53 students from a university in Southern Taiwan, recruited from both undergraduate and graduate programs, was randomly assigned to two groups. Independent samples t-test and chi-square test were employed for data analysis. The results revealed that different forms of microlearning videos significantly influenced students' learning motivation (attention aspect), and the choice of whether to play at an accelerated speed also had a significant impact on learning behavior. This study aims to serve as a reference for the design of microlearning materials.
目次
中文摘要i
英文摘要ii
目次iii
圖次vi
圖次vii
第一章 緒論1
第一節 研究背景與動機1
第二節 研究目的與研究問題3
第三節 研究範圍與研究限制4
第四節 名詞定義4
第二章 文獻探討7
第一節 線上學習的發展歷史與困境7
第二節 微學習10
第三節 學習成效、學習動機、與認知負荷18
第三章 研究方法25
第一節 研究架構與假設25
第二節 實驗課程發展26
第三節 研究對象33
第四節 實驗步驟33
第五節 研究工具35
第六節 資料分析38
第四章 結果與討論41
第一節 資料分析結果41
第二節 討論47
第五章 結論與建議55
第一節 結論55
第二節 建議57
參考文獻59
中文部分59
外文部分61
附錄65
附錄一65
附錄二68
附錄三71
附錄四72
附錄五74
附錄六75
附錄七76
附錄八78
附錄九81
表次
表3-1微學習教材腳本內容28
表3-2學習成效測驗之例題表35
表3-3學習動機之例表36
表3-4認知負荷之例表37
表3-5學習行為之問答題37
表3-6本研究之推論統計摘要表38
表4-1學習成效之統計分析結果41
表4-2整體學習動機分析結果42
表4-3引起注意面向之統計分析結果43
表4-4切身相關面向統計分析結果43
表4-5建立信心面向統計分析結果44
表4-6獲得滿足面向統計分析結果44
表4-7認知負荷統計分析結果45
表4-8學習總時間之統計分析結果46
表4-9重複播放次數之統計分析結果46
表4-10是否播放加速之統計分析結果47
圖次
圖3-1研究架構圖25
圖3-2教學影片製作流程圖27
圖3-3微學習Youtube影片組畫面32
圖3-4微學習Podcast音訊畫面33
圖3-5正式實驗流程圖34
王伯源(2020)。 透過行動學習遊戲 app 教學方式探討學習動機,學習態度,學習模式滿意度與學習成效-以媒體素養課程置入性行銷為例﹝未出版之碩士論文﹞國立台灣師範大學。
王淳民(2018)。微學習時代的契機與反思。T & D 飛訊,(244),1-17。
何榮桂(2014)。大規模網路開放課程(MOOCs)的崛起與發展。台灣教育,(686),2-8。
余怡珍(2020)。護理學習新模式-談微課教學設計。長庚科技學刊(32),85-93。
吳銘達、鄭宇珊(2010)。 教師教學行為、學生學習動機對學習成效之影響:階層線性模式分析。中等教育, 61(3), 32-51。
呂秋慧(2020)。ARCS結合APPs融入會計學教學對學習動機及學習成效影響之研究(系統編號: 108TKU05620012)〔碩士論文,淡江大學〕。華藝線上圖書館。https://doi.org/10.6846/TKU.2020.00267
李佳容(2022)。「微學習」的發展與應用。T & D 飛訊,(292),1-28。
李欣霈(2021)。語文動畫教材之教學設計-以《 海之傳說-媽祖》 中的媽祖文化為例。(系統編號: 109NTCT0461013)﹝碩士論文,國立臺中教育大學﹞。臺灣博碩士論文知識加值系統。
李勇輝(2017)。學習動機,學習策略與學習成效關係之研究-以數位學習為例。 經營管理學刊(14), 68-86。
李惠春,侯自銓,江信仲,黃阿梅,尤仁音,黃玉雯 (2019)。透過磨課師數位學習歷程探究學生學習動機與學習成效-以「生物化學」暑修課程為例。NCS 2019 全國計算機會議。金門,台灣。https://doi.org/10.6927/NCS.201911.0081
林怡資(2014)。以ARCS動機模式與資訊科技融入國中地理科教學對國中生的學習動機與學習成就之研究﹝未出版之碩士論文﹞。國立臺中教育大學。
俞錚蓉,林佳勳,陳盈幸,林東興(2017)空中學院網路媒體教學與課堂面授教學之ARCS學習動機差異分析。數位與開放學習期刊(7), 68-79。 doi:10.6748/joel.201710_(7).04
張春興(1996)。教育心理學:三化取向的理論與實踐。 臺灣東華。
陳姿安、黃博聖 (2021)。微課程對注意力與學習保留之影響。教育心理學報,52 (4),885-907。
曾盈琇(2018)提升學生學習動機之策略。 臺灣教育評論月刊, 7(9),138-142。
黃國禎(2018)。行動科技時代的微課程發展與應用。T&D 飛訊,244,1-29。
黃曉雯(2020)。實體+線上會計教育新學習。會計研究月刊,(418) ,64-70。
楊子慧(2010)。ARCS動機教學模式對科技大學學生學習動機及學習成效影響之研究:以「資訊科技與社會」學科為例﹝未出版之碩士論文﹞。國立中山大學。
趙國棟、王冰一、劉京魯(2016)。微課在高校之應用:以概念到製作技術。北京大學教育評論,14(3),175-187。
劉又慈(2021)。遠距教學之國中準備好了沒。臺灣教育評論月刊,10(6),44-48。
蔡進雄 (2018)。微學習時代的來臨:淺談微學習對教育人員的專業成長。 臺灣教育評論月刊,7(2),90-92。
蕭秋祺,郝光中,林保源(2017)。行動多媒體排球運動數位教材對大學生學習動機與自我效能影響之研究。教育行政論壇,9(2),61-79。
蕭有涵(2021)。節目一年成長60倍態勢驚人-Podcast來襲,聽覺市場蓄勢待發。禪天下(191), 60-64.
葉俞君,梁卓堯,陳瀅,丁維欣(2021)。 「聆聽」博物館:Podcast如何與聽衆建立關係?科技博物,25(4),47-73。






Afify, M. K. (2020). Effect of interactive video length within e-learning environments on cognitive load, cognitive achievement and retention of learning. Turkish Online Journal of Distance Education, 21(4), 68-89.
Alexander, M. W., Truell, A. D., & Zhao, J. J. (2012). Expected advantages and disadvantages of online learning: Perceptions from college students who have not taken online courses. Issues in Information Systems, 13(2), 193-200.
Allela, M. (2021). Introduction to microlearning. In B. Ogange, & S. Mishra (Eds.), Commonwealth of Learning.
Andriotis, N. (2018). What Is Microlearning: A Complete Guide For Beginners. ELearning Industry.
Axmedova, T., & Kenjayeva, N. (2021). Advantages and disadvantages of online learning. Eurasian Journal of Humanities and Social Sciences, 3, 48-50.
Buhu, A., & Buhu, L. (2019). The Applications of Microlearning in Higher Education in Textiles. ELearning & Software for Education, 3,373.
Carliner, S. (2004). An overview of online learning (2nd ed.). European Business Review, 16(4).
Carvalho, A. A., Aguiar, C., Carvalho, C. J., & Cabecinhas, R. (2008). Influence of podcasts characteristics on higher students’ acceptance.In E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education(pp.3625-3633) .Association for the Advancement of Computing in Education (AACE).
Chang, H.-Y., Wu, H.-F., Chang, Y.-C., Tseng, Y.-S., & Wang, Y.-C. (2021). The effects of a virtual simulation-based, mobile technology application on nursing students’ learning achievement and cognitive load: Randomized controlled trial. International Journal of Nursing Studies, 120. https://doi.org/10.1016/j.ijnurstu.2021.103948
Drew, C. (2017). Edutaining audio: An exploration of education podcast design possibilities. Educational Media International, 54(1), 48-62.
Driscoll, M. (1999). Fostering Algebraic Thinking: A Guide for Teachers, Grades 6-10(ED465556).ERIC.
Duncan, A., Premnazeer, M., & Sithamparanathan, G. (2022). Massive open online course adoption amongst newly graduated health care providers. Advances in Health Sciences Education, 27(4), 919-930.
Erwen, Z., & Wenming, Z. (2017). Construction and Application of MOOC-based College English Micro Lesson System. International Journal of Emerging Technologies in Learning, 12(2).
Forehand, M. (2010). Bloom’s taxonomy. Emerging perspectives on learning, teaching, and technology, 41(4), 47-56.
Fothergill, J. (2008). Podcasts and online learning. Podcasting for learning in universities, 80-91.
Gabrielli, S., Kimani, S., & Catarci, T. (2006). The design of microlearning experiences: A research agenda. In T. Hug, M. Lindner, & P. A. Bruck (Eds.), Microlearning: Emerging concepts, practices and technologies after e-learning: Proceedings of microlearning conference 2005: Learning & working in new media(pp.45–53). Innsbruck University Press.
Gilbert, B. (2015). Online learning revealing the benefits and challenges. [Master’s thesis, The College of St. John Fisher].
Giurgiu, L. (2017). Microlearning an evolving elearning trend. Scientific Bulletin, 22(1), 18-23.
Gross, B., Rusin, L., Kiesewetter, J., Zottmann, J. M., Fischer, M. R., Prückner, S., & Zech, A. (2019). Microlearning for patient safety: Crew resource management training in 15-minutes. PloS one, 14(3).
Guay, F., Ratelle, C. F., & Chanal, J. (2008). Optimal learning in optimal contexts: The role of self-determination in education. Canadian psychology/Psychologie canadienne, 49(3), 233.
Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. In Proceedings of the first ACM conference on Learning@ scale conference , 41-50.
Hasan, M., & Hoon, T. B. (2013). Podcast applications in language learning: A review of recent studies. English language teaching, 6(2), 128-135.
Hegerius, A., Caduff-Janosa, P., Savage, R., & Ellenius, J. (2020). E-Learning in Pharmacovigilance: An Evaluation of Microlearning-Based Modules Developed by Uppsala Monitoring Centre. Drug safety, 43, 1171-1180.
Hesse, A., Ospina, P., Wieland, M., Yepes, F. L., Nguyen, B., & Heuwieser, W. (2019). Microlearning courses are effective at increasing the feelings of confidence and accuracy in the work of dairy personnel. Journal of dairy science, 102(10), 9505-9511. https://doi.org/10.3168/jds.2018-15927
Yuhanna, I., Alexander, A., & Kachik, A. (2020). Advantages and disadvantages of Online Learning. Journal Educational Verkenning, 1(2), 13-19.
Hosseini, H. M., Ejtehadi, A., & Hosseini, M. M. (2020). Flipping Microlearning-Based EFL Classroom to Enhance Learners' Self-Regulation. Language Teaching Research Quarterly, 20, 43-59.
Hou, T., Gou, X., & Gao, Y. (2016). Preliminary application of micro-course in distance education. International Journal of Information and Education Technology, 6(2).
Theo, H. (2005). Micro learning: A New Pedagogical Challenge. In conference micro learning 2005: Learning & Working in New Media Environments.
Keller, J. M., & Keller, J. M. (2010). Motivational design research and development (pp. 297-323). Springer.
Kennedy, M. J., Hirsch, S. E., Dillon, S. E., Rabideaux, L., Alves, K. D., & Driver, M. K. (2016). Using content acquisition podcasts to increase student knowledge and to reduce perceived cognitive load. Teaching of Psychology, 43(2), 153-158.
Kinney, N. E. (2001). A guide to design and testing in online psychology courses. Psychology Learning & Teaching, 1(1), 16-20.
Laaser, W., & Toloza, E. A. (2017). The Changing Role of the Educational Video in Higher Distance Education. International Review of Research in Open and Distributed Learning, 18(2), 264-276.
Li, C.-Y. (2018). The Use of VoiceTube for TEFL Listening Fluency. Paper presented at the The 26th Korea TESOL International Conference-2018. Extended Summaries. Seoul: Korea TESOL.
Lindner, M. (2007). What is microlearning. Paper presented at the Micromedia and Corporate Learning. Proceedings of the 3rd Microlearning 2007 Conference. Presented at the Microlearning.
Liu, S., Chen, Z., Liu, H., & Hu, X. (2019). User-video co-attention network for personalized micro-video recommendation. Paper presented at the The World Wide Web Conference.
Luttenberger, S., Macher, D., Maidl, V., Rominger, C., Aydin, N., & Paechter, M. (2018). Different patterns of university students’ integration of lecture podcasts, learning materials, and lecture attendance in a psychology course. Education and Information Technologies, 23, 165-178.
Margaryan, A., Bianco, M., & Littlejohn, A. (2015). Instructional quality of massive open online courses (MOOCs). Computers & Education, 80, 77-83.
Mayer, R. E. (2002). Multimedia learning. In Psychology of learning and motivation, 41, 85-139.
McGrew, L. A. (1993). A 60-second course in organic chemistry. Journal of chemical education, 70(7), 543.
Paas, F. G., & Van Merriënboer, J. J. (1993). The efficiency of instructional conditions: An approach to combine mental effort and performance measures. Human factors, 35(4), 737-743.
Pappano, L. (2012). The Year of the MOOC. The New York Times , 2(12), 2012.
Pike, G. R., Smart, J. C., & Ethington, C. A. (2012). The mediating effects of student engagement on the relationships between academic disciplines and learning outcomes: An extension of Holland’s theory. Research in Higher Education, 53, 550-575.
Reich, J., & Ruipérez-Valiente, J. A. (2019). The MOOC pivot. Science, 363(6423), 130-131.
Rodriguez, C. O. (2012). MOOCs and the AI-Stanford Like Courses: Two Successful and Distinct Course Formats for Massive Open Online Courses. European Journal of Open, Distance and E-Learning. ERIC.
Said, I., & Çavuş, M. (2018). ALU design by VHDL using FPGA technology and micro learning in engineering education. British Journal of Computer, Networking and Information Technology, January, 1-18.
Scagnoli, N. I., McKinney, A., & Moore-Reynen, J. (2015). Video lectures in eLearning. In Handbook of research on innovative technology integration in higher education (pp.115-134), IGI Global.
Shail, M. S. (2019). Using micro-learning on mobile applications to increase knowledge retention and work performance: a review of literature. Cureus, 11(8).
Souza, M. I. F., & do Amaral, S. F. (2014). Educational microcontent for mobile learning virtual environments. Creative Education,5(9). doi:10.4236/ce.2014.59079
Sözmen, E. Y., Karaca, O., & Batı, A. H. (2023). The effectiveness of interactive training and microlearning approaches on motivation and independent learning of medical students during the COVID-19 pandemic. Innovations in Education and Teaching International, 60(1), 70-79.
Sweller, J., Van Merrienboer, J. J., & Paas, F. G. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 251-296.
Wen, C., & Zhang, J. (2014). Design of a microlecture mobile learning system based on smartphone and web platforms. IEEE Transactions on Education, 58(3), 203-207.
Wingard, R. G. (2004). Classroom teaching changes in web-enhanced courses: A multi-institutional study. Educause Quarterly, 27(1), 26-35.
You, J. W., & Kang, M. (2014). The role of academic emotions in the relationship between perceived academic control and self-regulated learning in online learning. Computers & Education, 77, 125-133. doi:10.1016/j.compedu.2014.04.018
連結至畢業學校之論文網頁點我開啟連結
註: 此連結為研究生畢業學校所提供,不一定有電子全文可供下載,若連結有誤,請點選上方之〝勘誤回報〞功能,我們會盡快修正,謝謝!
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top
1. 以ARCS動機模式與資訊科技融入國中地理科教學對國中生的學習動機與學習成就之研究
2. ARCS動機教學模式對科技大學學生學習動機及學習成就影響之研究:以「資訊科技與社會」學科為例
3. 透過行動學習遊戲app教學方式探討學習動機、學習態度、學習模式滿意度與學習成效-以媒體素養課程置入性行銷為例
4. ARCS結合APPs融入會計學教學對學習動機及學習成效影響之研究
5. 語文動畫教材之教學設計-以《海之傳說-媽祖》中的媽祖文化為例
6. 國小教師創意教學與學生自我概念學習動機學習策略及學習成效之相關研究
7. 高職汽車科學生專業實習學習動機及學習行為對學習成效之影響研究
8. 多媒體呈現方式對學習者認知負荷與學習成效之影響研究
9. 學習動機、學習態度、學習滿意度與學習成效關係之研究-以某技術學院美容系學生為例
10. 學習動機、學習滿意度與學習成效關係之研究-以中部某高職學生為例
11. 互動式電子白板融入數學領域對國小高年級學生學習動機與成效之研究
12. 多媒體輔助教學對大學生學習動機與桌球技能學習成效之影響
13. 技藝競賽選手涉入程度、學習動機對學習成效影響之研究-以高中職商業類科餐旅群為例
14. 美容系學生學習動機、學習滿意度與學習成效關係之研究-以嘉義某技術學院為例
15. 媒體組合方式與認知型態對學習成效與認知負荷之影響
 
無相關期刊