激發式動態呈現教學設計之研究－觸發模式有/無字幕之比較－以尺規作圖為例

Abstract

激發式動態呈現（Trigger-based Animation）就是運用一個物件當激發器(trigger)控制一連串的動畫，同時一個訊息可以被一個以上的觸發器控制；因此，訊息可以由展演者以預定的、或隨意的順序及速度呈現，有彈性的呈現展演者的意念並與現場的聽眾互動。 本研究採準實驗研究法，以國中二年級下學期數學教材中「尺規作圖—作等線段、等角度、垂直平分線、角平分線」為例，比較「激發式動態呈現教學設計—觸發模式」有無字幕的教材設計之學生學習成效。 R.E.Mayer（2005）在多媒體教材設計的「重複原則（Redundancy Principle）」中提出，學習者從「具有動畫與口述文字」的教材比「具有動畫、口述文字與字幕」的教材能得到更好的學習效果。然而，本研究發現「激發式動態呈現－觸發模式」有字幕的教學設計，在「尺規作圖」這個單元的「作圖」學習成效上，對於高學業成就者的影響較低學業成就者大。而且，在使用文字敘述「作圖步驟」的學習成效上，對高學業成就者的影響也較低學業成就者顯著。另外，在有字幕的教學設計下，學生的「作圖」與「作圖步驟」學習成效呈現高度正相關。

The presentation of trigger-based animation is the use of an object as a trigger to control a series of animations while one message can be controlled by more than one trigger. Thus, messages can be represented with arbitrary orders and speeds to flexibly show audiences the concepts from the instructors and at the same time interact with them. Based on quasi-experimental design, this study takes the mathematical material of “consturction with rulers and compasses-equal segments, equal angles, perpendicular bisector, and angle bisector” as the exemplification to examine the learning effects under the instructional designs with or without narrated text in the trigger-based animation environment. Under the redundancy principle of multimedia design, Mayer（2005） provided that one could achieve better learning outcomes in materials with animation and spoken words than in materials with animation, spoken words, and narrated text. However, this study presented that under the trigger-based animation environment with narrated text design, high-level achievement students had better learning effects in the unit of “graphing” than low-level achievement students. Moreover, concerning the learning effects of describing “graphing steps” by narrated text, high-level achievement students were affected significantly more than low-level achievement students. In addition, under the constructional design with narrated text, there was a remarkable positive correlation between the learning effects of “graphing” and “graphing steps”.