情感設計融入2D動畫教學模式與學習表現之研究

The study on the implication and effect of emotional design into the course of animation on students' learning outcome

10.6384/CIQ.202201_25(1).0007

羅志成(Chih-Cheng Lo)；葉云萱(Yun-Hsuan Yeh)；盧詩韻(Shih-Yun Lu)

2D動畫 ； 專家共識評量 ； 情感設計 ； 學習成效 ； 2D animation ； consensual assessment ； emotional design ； learning outcome

課程與教學

25卷1期（2022 / 01 / 01）

193 - 223

繁體中文

技術型高中藝術學群強調務實致用核心素養，動畫製作課程如何融入情感設計教學是重要關鍵課題之一。本研究目的在於融入情感設計在2D動畫課程中，並瞭解情感設計融入教學模式對學習成效影響，研究設計以準實驗研究設計及專家共識評量，瞭解學生情感設計教學學習的表現。教學實驗主要執行兩個學期，除了兩組都必須完成基礎動畫技巧課程訓練，實驗組以情感設計教學模式融入原有七週二十一堂的課程活動中，並以動畫成果策展活動，評估兩組學生動畫作品學習表現的差異。先前文獻顯示情感設計融入教學，學生學習表現無法完全量化評估，本研究透過專家共識評量與觀展者回饋，發現實驗組在動畫作品完整度、觀展者關注度及動畫情感設計表現確優於控制組，個案小組創作歷程的分析也說明學生在情感設計創作三個層次的發展歷程，裨益於瞭解多媒體動畫課程在融入情感設計教學之參考。

Emotional design has been a key factor of the Arts Cluster in skill-based senior high schools. This study adopts an experimental research method to explore the influence of the integration of emotional design into the course of 2D animation on students' animation creative performance in skill-based senior high schools. The independent variable is the integration of emotional design into the course; the dependent variables are students' creative performance and achievement in an exhibition in terms of three levels of emotional design. In doing so, this study integrates the concept of emotional design into the curriculum teaching activities, including the three-session per-week, seven-week implementation period of teaching a total of 21 lessons of 2D animation. Finally, the study analyzes students' works in an exhibition by comparing the difference between the experimental group and control group. We show that there is no significant difference in creativeness between the experimental group and the control group. However, through consensus assessment of experts, we show that the experimental group's emotional design is better than that of the control group in three dimensions: the comprehensiveness of the work, the attention level shown by the participants and the consensus of the expert marks in the animation exhibition. We conclude that animation curriculum teaching should have an integration of three levels of emotional design.

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