以影音教材設計關鍵因素分析能源數位影音教材內容

Analysis of Key Factors in Multimedia Educational Material Design for Digital Energy Videos

10.6306/JITE.202407_(17).0002

張美珍(Mei-Chen Chang)；蕭方閔(Fang-Min Xiao)

影音教材 ； 能源教育 ； 內容分析 ； multimedia instructional materials ； energy education ； content analysis

工業科技教育學刊

17期（2024 / 07 / 01）

30 - 52

繁體中文;英文

研究背景：隨著全球對能源需求的不斷增長，能源教育正逐漸備受矚目，成為一個極為重要的議題。在現有12年國民基本教育課綱中，能源教育雖不是領域課程，但為19項重要議題之一，學校多以議題融入領域課程或彈性課程方式實施，而坊間有諸多能源科技相關的影音資源，其中教育部因材網於113年推出能源教育議題的影音教材。本研究以因材網能源教育國中組影音教材為研究對象，分析其是否具備引導學生學習的關鍵因素。研究目的:分析因材網能源教育國中組影音教材，以了解這些影音教材在各主題中是如何實現了多媒體教材設計原則及認知負荷理論的關鍵因素，進一步探討其對學習效果的影響。研究方法：本研究採內容分析法，透過文獻探討以Mayer（2009）提出的十二項多媒體教材設計原則以及Sweller, J.（2011）提出的認知負荷理論，綜整提取六項關鍵因素，包括冗餘控制、分段呈現、有組織的學習素材、動畫和視覺效果呈現、同時呈現文字和圖片，以及互動性等。研究者以六項關鍵因素進行因材網能源教育國中組影音教材的內容分析，其影音教材包含五大主題：能源意識、能源概念、能源使用、能源發展及行動參與，各主題擇選3支共15支影片進行分析，以深入探討這些教材的內容達成了哪幾項關鍵因素。研究發現：因材網能源教育影音教材內容在分別在能源教育國中組影音教材五大主題中，各達成了不同的關鍵因素。研究結論：這項研究的結果將有助於提升因材網能源教育影音教材的品質，同時為未來相關領域的教育教材開發提供了有益的參考和指標。

Background: As global energy demand continues to grow, energy education has become an increasingly important issue. Although energy education is not a specific subject within the current 12-year National Basic Education Curriculum Guidelines, it is one of the 19 significant issues. Schools typically integrate this topic into subject courses or flexible curricula. Among the various energy technology-related multimedia resources available, the Ministry of Education launched a series of video teaching materials on energy education through the Taiwan Adaptive Learning Platform (TALP) in 2024. This study examines these energy education videos for junior high school students on the Taiwan Adaptive Learning Platform (TALP) to analyze whether they possess the key factors that guide student learning. Purpose: The objective of this study is to analyze the energy education video materials for junior high school students on the Taiwan Adaptive Learning Platform (TALP) to understand how these videos implement the key factors of multimedia instructional design principles and cognitive load theory in various themes, and further explore their impact on learning effectiveness. Methods: This study Through a literature review, six key factors were extracted based on Mayer's (2009) twelve multimedia instructional design principles and Sweller's (2011) cognitive load theory. These factors include redundancy control, segmented presentation, organized learning materials, animation and visual effects presentation, simultaneous presentation of text and images, and interactivity. The researcher analyzed the TALP's energy education video materials for junior high school students based on these six key factors. The video materials cover five main themes: energy awareness, energy concepts, energy use, energy development, and action participation. Three videos were selected from each theme, totaling 15 videos for analysis, to explore in-depth which key factors were achieved in these materials. Results: The content of TALP's energy education video materials achieved different key factors across the five main themes of the junior high school energy education videos. Conclusions: The results of this study will help enhance the quality of TALP's energy education video materials and provide valuable references and guidelines for the development of educational materials in related fields in the future.