摘要
本研究本著教學實踐研究的精神，以影像製作課程之教學現場的問題出發，藉由 ADDIE 的五個步驟同時搭配 ASSURE 模式發展出問題導向與專題導向學習之創新教學策略，教學實踐課程除了課堂講授之外並導入多媒體電子書作為自主學習輔助，進而提升學習成效。具體研究目的為探討經由「多媒體互動電子書」使用與學生「學習成效」的影響。研究對象為某科技大學資訊傳播系1年級基礎影像製作課程修課學生剔除身心障礙學生及重修之學生計51位。依據相依樣本t檢定分析結果得知，研究參與者「基礎影像敘事素養」前後測成績平均值有顯著差異。而透過一般線性迴歸分析及二階交互作用迴歸分析成果可知，基礎影像敘事素養、多媒體電子書使用滿意度與學期成績之間沒有顯著關係。綜合問卷結果發現，完成修課的學生基礎影像製作素養普遍獲得提升，學生對於課程提供多媒體電子書作為課後自主學習的輔助工具感到高度認同，尤其在器材操作等實務學習上確實有效落實學習歷程進而提高學習成效。由前述的教學內容設計到學生的學習表現，可見得本研究發展之創新教學模式，對學生在基礎影像敘事素養的養成與專業能力的訓練是有助益的。
關鍵詞：鏡頭語言、多媒體電子書、PBL學習策略、學習成效、影像敘事素養
Abstract
This study investigates the effectiveness of integrating multimedia e-books into the practical course of basic video production. Traditional teaching methods often fail to motivate students and promote lasting learning. Therefore, this research aims to develop an innovative teaching strategy that uses problem-oriented and topic-oriented learning through the five steps of ADDIE and the ASSURE model. Along with classroom lectures, multimedia e-books are introduced as independent learning aids to enhance learning outcomes. The study involves 51 first-year students who took the basic video production course in the Department of Information and Communication at a university of science and technology, excluding disabled and retaken students. Results of the t-test analysis show a significant difference in the mean scores of "Basic Image Narrative Literacy" between pre-test and post-test. The general linear regression analysis and second-order interaction regression analysis reveal no significant relationship between basic video narrative literacy, multimedia e-book use satisfaction, and term grades. However, the comprehensive questionnaire results indicate a significant improvement in students' basic video production literacy after completing the course. Students also highly agreed with the course's provision of multimedia e-books as an auxiliary tool for self-learning, particularly in practical learning such as equipment operation. Overall, the innovative teaching model developed in this study is effective in enhancing the basic video narrative literacy and professional skills of the participants.
Keywords: Camera language, Multimedia e-books, PBL, Learning effects, Literacy of image storytelling