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    Please use this identifier to cite or link to this item: http://asiair.asia.edu.tw/ir/handle/310904400/111220

    Title: 應用漸進提示於蛋白質合成轉譯教學多媒體之設計與評估
    Authors: 楊芷瑄
    Contributors: 行動商務與多媒體應用學系
    Keywords: 蛋白質合成、轉譯、互動學習、漸進提示、教學多媒體、Protein synthesis、Translation、Interactive Learning、Graduated Prompting、Instructional multimedia
    Date: 2018
    Issue Date: 2018-07-25 15:29:50 (UTC+8)
    Publisher: 亞洲大學
    Abstract: 隨著時代演進,數位化的教學設計廣泛應用於校園中,而生物化學課程內容較抽象難以理解,且不易實際觀察與實驗,因此本研究以互動理論與漸進提示理論為基礎,製作蛋白質合成轉譯3D教學多媒體,用以解決蛋白質轉譯過程不易觀察的限制,以及學習內容的問題。本研究採用三個層次漸進提示設計教學多媒體,依照「對錯提示」、「關鍵資訊提示」、「完整資訊」提示順序給予學習者提示。期望利用漸進提示與互動學習的方式改善學習效果,並與3D動畫教學進行學習成效的比較,再進一步評估學習者的學習態度與認知負荷影響。
    As progress of technology, digital teaching design has been widely utilized in the curriculum. The content of biochemistry courses is more abstract and difficult to understand, and hard to observe and experiment. The purpose of this study is to solve difficulties in observation of protein translation and abstracts of learning contents. Therefore, based on the interaction theory and graduated prompting, this study developed an interactive 3D teaching multimedia in protein translation. There are three levels of prompt in teaching multimedia, including right and wrong prompt, key-message prompt, and full information prompt. This study is aimed to improve learning effects by using graduated prompt and interactive learning, and compare with learning effects of 3D animation teaching method. Finally, the learner's learning attitude and cognitive load were evaluated.
    The experimental procedures are based on the sequence of pretest-learning-transfer-posttest. First, the learners use a 3D instructional animation to learn, and then a pretest is conducted. Secondly, they use the instructional multimedia to learn. Finally, a post-test, interviews and questionnaires are conducted. The result of this study shows:
    (1) In terms of learning effectiveness of 3D animation and interactive teaching multimedia, interactive teaching multimedia has improved learning effectiveness compared to 3D animation.
    (2) In learning attitude, learners have positive attitudes on biochemistry knowledge.
    (3) In cognitive load, there have no significant impact on the difficulty, consciousness and attention for using the 3D interactive multimedia.
    Lastly, the conclusions of this study could be references to the design of interactive teaching multimedia for future research.
    Appears in Collections:[行動商務與多媒體應用學系] 博碩士論文

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