磨課師教學影片之鏡頭角度與背景設計對學習記憶與心流經驗之影響

The Impact of Camera Shot and Background Design for MOOC Videos on Student Recall and Flow Experience

10.6120/JoEMLS.2017.543/0038.RS.CM

王佩瑜(Pei-Yu Wang)

磨課師 ； 影片式教學 ； 影片鏡頭設計 ； 心流經驗 ； MOOCs ； Instructional video design ； Camera shot design ； Flow experience

教育資料與圖書館學

54卷3期（2017 / 11 / 01）

237 - 268

繁體中文

本研究探討磨課師影片設計對學習記憶與心流經驗之影響，實驗教材取自空中大學為TaiwanLIFE平台「數位內容輕鬆做」課程。研究採混合式方法，包含單因子實驗設計及質化訪談。實驗之自變項為影片之鏡頭角度與背景設計（「一般研究室背景輔以單機正面攝影」、「一般研究室背景輔以單機正斜側攝影」、「一般研究室背景輔以雙機交錯攝影」及「攝影棚藍幕去背輔以單機正面攝影」四組）。研究實驗對象為台灣南部某兩大學之學生共98名，數據顯示影片鏡頭角度與背景設計顯著影響學習。在學習記憶上，以「一般研究室背景輔以雙機交錯攝影」組顯著較佳；而在心流的控制感上，以「一般研究室背景輔以單機側面攝影」組顯著較優。針對此結果本研究進行質化探討與建議。

The purpose of this study was to explore the impact of the camera shot and background design in MOOC videos on university students' recall and flow experience (including clear goals, unambiguous feedback, concentration on task, sense of control, action-awareness merging, loss of self- conscious, altered sense of time, telepresence and positive affect). Ninety-eight university students in southern Taiwan were voluntarily recruited as participants and randomly assigned into four groups with different video design: 1) Single camera with head-on frontal view and the informal lab as the background, 2) single camera with three-quarter shots and the informal lab as the background, 3) two cameras with alternating full and three-quarter frontal shots and the informal lab as the background, 4) single camera with head-on frontal view and the blue screen as the background. Participants were asked to watch the video and complete survey. The findings showed that significant differences existed among groups on both learner achievement and flow experience. We found that 1) the video recorded by two cameras with alternating shot benefited recalling, and 2) the video recorded by a single camera with three-quarter shots and the informal lab as the background benefited learner sense of control. The superiority of these two types of videos shows learners' cognitive and attitudinal preference of camera shot design for MOOCs. These results could serve as a reference for future work on MOOC video or online instructional video design.

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