使用動畫學習中文字動詞之成效探討——以幼兒階段為例

Exploring the Effectiveness of Using Animation to Learn Chinese Verbs: A Case of Young Preschool Children

雖然動畫的獨特動態特質，作為教學媒體有很多的優點，然而其實際所帶來的學習成效是否真的較優呢？研究顯示，動畫是否能成為有效的多媒體教學工具，主要是取決於動畫被使用在何種內容的學習。因此本研究旨在探討，當動畫媒體用於中文字動詞的教學時是否比其他媒體來得有成效。本研究採用實驗研究設計為研究方法，針對中文動詞的學習內容，測試以三種教學模式，單一文字、靜態圖像、和動畫的學習成效。研究結果顯示，使用動畫媒體的組別，在中文動詞讀字與理解兩個面相的後側評量上，明顯比只有單一文字的組別、及靜態圖像的組別來得佳。本研究建議，動畫在中文動詞的學習上可以帶來更好的成效。本研究再次證明動畫是一個極具潛力的媒體教學工具。

The use of animation as instructional multimedia, with its unique dynamic qualities, has certain interesting merits; however, it remains unclear whether its learning effects are truly advantageous. Previous research shows that the effectiveness of animated instructional multimedia depends on how it is used. Therefore, this study aims to explore whether animation is functionally better than other instructional media when it comes to learning Chinese verbs. This study adopts an experimental approach to test three types of instructional modes for Chinese verb character learning: (1) single word, (2) static image, and (3) animation. Sixty preschool students in Taiwan who are Chinese native speakers are included as volunteer participants. Post-test results show the group using animated multimedia to learn Chinese verbs performs better both in reading and comprehension than the single word and static image learning groups. This study suggests that animation can lead to better performance in learning Chinese verbs, and also proves again that animation offers great potential for instructional multimedia designers.