理感性語意應用對影音學習之成效

The effect on rationality and emotion with additional semantic to video learning

10.29465/IJDMD.201412_6(2).0003

施竣彥(Jyun-Yan Shih)；賴淑玲(Shu-Ling Lai)；張榮吉(Rong-Chi Chang)

雙碼理論 ； 附加語意 ； 理性 ； 感性 ； Dual Coding Theory ； Additional Semantic ； Rationality ； Emotion

國際數位媒體設計學刊

6卷2期（2014 / 12 / 01）

26 - 33

繁體中文

身處於知識爆炸的時代，每個人的資訊需求與喜好程度皆不相同，市場上多樣化的數位媒體教材開發琳瑯滿目，但大多缺乏良好設計，導致無法滿足閱聽大眾的需求。臺灣擁有豐富多元的生態之美，更蘊藏著豐饒的人文情感，闡述知識資訊的同時，若能夠帶有情感的描述，適切運用雙碼理論，增添理性與感性的附加語意，將使生態知識的呈現更具厚度。本研究配合教育部「高級中學課綱」之設計，應用於生態教育課程中。精緻的生態影音拍攝讓學生學習更加徐徐如生，學生在觀看影片的同時，透過理性與感性的附加語意，期能與知識以及情感產生更多連結。研究結果發現，不同的數位影音實驗設計，觀看理性組與感性組的學生，其認知學習評鑑成效都較控制組優異；觀看感性組之學生，其情感態度提升成效最優異；針對男女學生不同性別分析，男生觀看理性組學習成效較佳，女生則是觀看感性組的學習成效較佳；男生與女生觀看感性組的情感態度相較於控制組與理性組有明顯成效。

People's information needs and preferences vary in the knowledge explosion era. A wide variety of diversified digital-media tutorials has been vigorously developed. However, most materials are poorly designed that they fail to satisfy the needs of readers. Taiwan possesses a great variety of ecological beauties and is abundant in humanistic affections. When elaborating knowledge information, ecological knowledge can be substantially enhanced through emotional descriptions, the appropriate application of dual-coding theory, and the addition of both rational and sensible semantics. This study applied the Ministry of Education high school curriculum design to ecological education courses. Sophisticated ecological videos enable students to experience authentic learning. While the students watched the videos, adding rational and sensible semantics in the videos assisted students in connecting with knowledge and emotions. The results indicated that students who watched videos containing rational or sensible semantics had stronger performance in cognitive learning evaluations than the students in the control group did. Those who viewed the video containing sensible semantics (sensible group) had the highest level of improvement in their emotional attitude. Among the male students, those who watched the video that was integrated with rational semantics (rational group) had higher learning effectiveness, whereas female students in the sensible group exhibited higher learning effectiveness. The emotional attitudes of the male and female students in the sensible group were significantly improved compared with those in the control group and the rational group.

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