全動視訊會議之系統互動模式與互動行為：以視訊會議遠距教學為例

Abstract

本研究旨在以系統途徑建構全動視訊會議的系統互動模式，探討使用者在 此傳播環境中之實際互動行為，並檢視全動視訊會議系統輔以電腦網路統 合而成的延伸性互動潛力。針對全動視訊會議於教學層面的應用，本研究 採個案實地研究法，以交通大學傳播研究所開設的「多媒體視覺傳播」視 訊會議遠距教學課程為例，利用參與觀察法與問卷調查法，探究全動視訊 會議系統互動模式的運作表現和師生的互動行為，及這兩者與學生對視訊 會議遠距教學評價的相關性。研究結果發現，全動視訊會議系統的互動性 內涵有「選擇性」、「努力度」、「回應度」、「監測度」、「改變內容 的範圍與容易度」、「人際傳播能力」與「速度」七個面向。而採系統途 徑，本研究則建構了一套有效的全動視訊會議系統互動模式，包括技術、 內容、社會及綜合共四個次系統。在此系統互動模式建構的傳播環境中， 全動視訊會議於教學應用的互動行為包括教師的互動行為：「教師語言即 時行為」、「教師非語言即時行為」、「適應中介傳播環境技巧」，以及 學生的互動行為；此外再配合電腦網路所提供的互動機會，使全動視訊會 議有了新的延伸性互動。全動視訊會議系統互動模式的運作表現與學生對 視訊會議遠距教學的評價有顯著正相關；其中，技術次系統、內容次系統 、社會次系統的運作表現皆與視訊會議遠距教學的學習效果成正相關，綜 合次系統運作表現與視訊會議遠距教學評價亦成正相關。師生互動行為方 面，師生互動行為與視訊會議遠距教學呈正相關的假設得到支持。電腦網 路延伸互動與視訊會議教遠距學的整體評價呈正相關，但在探討的電子郵 件、電子佈告欄、全球資訊網三項電腦網路應用中，則只有電子佈告欄與 視訊會議遠距教學的整體評價在此研究中呈現顯著的正相關。 The purpose of this study is to adopt the systems approach to construct a systeminteraction model for full-motion videoconferencing, and investigate behaviors of users within this mediated communication environment. Meanwhile, an extensive interaction framework is proposed here that integrates the full- motion videoconferencing and computer network. A case field study is conducted to explore the educational application of full-motion videoconferencing through the telecourse: Multimedia Visual Communication, given by the Institute of Communication Studies, in National Chiao Tung University. Using participatory observation and questionnaire, this study measures the performance of the system interaction model of full-motion videoconferencing and the interaction behaviors of the teacher and students. Furthermore, the research examines the correlation between the system performance and students' perception of the effects of the full-motion videoconferencing telecourse.The result indicates that the interactivity of full-motion videoconferencing contains seven aspects: selectivity, effort, responsiveness, monitor ability, the easy and range of changeing contents, facilitation of interpersonal communication, and speed. By the systems approach, this study constructs a set of effective system interaction model of full-motion videoconferencing which consists of four subsystems: technical, content, social, and general. In the communication environment provided by this system interaction model, the interaction behaviors of educational setting includes teacher*s verbal immediacy behaviors, teacher*s nonverbal immediacy behaviors, teacher*s skills of adjusting the mediated communication environment, and student*s interaction behaviors. Besides, integrating with the interaction opportunities encouraged by computer network, full-motion videoconferencing will be able to generate some extensive interaction.The performance of the system interaction model of full-motion videoconferencing has positive correlation with students* evaluation toward the videoconferencing telecourse. Positive correlations are also found between technical subsystem and learning effects of videoconferencing telecourse, content subsystem and learning effects of videoconferencing telecourse, social subsystem and learning effects of videoconferencing telecourse, general subsystem and overall evaluation toward videoconferencing telecourse. In the aspect of teacher*s/students* interaction behaviors, there are significant positive correlations between teacher*s/students* interaction behaviors and evaluation toward videoconferencing telecourse. Significant correlation also exists between computer network interaction and students* evaluation toward videoconferencing telecourse. All three applications of computer network, Electronic Mail, Electronic Bulletin Board System, and World Wide Web, only Electronic Bulletin Board System shows significant positive correlation with students* evaluation toward videoconferncing telecourse. Finally, several suggestions are proposed and recommended for adopters of full-motion videoconferencing and future study.