ARCS學習動機論融入專題式學習於動態圖像設計課程之實踐與反思

The Practice and Reflections on Project-Based Learning and ARCS Learning Motivation in a Broadcasting Animation Design Course

本研究目的在以專題式學習、ARCS學習動機理論及範例教學融入影視動畫設計課程，期能提升學習的動機與成效。受測者為某大學數位媒體設計系三年級選修課的學生，授課內容以動態圖像設計流程及AE動畫技巧等。本研究於107學年度實施並以行動研究獲得反思與回饋，修正教學內容後再於108學年度實施。研究結果顯示108學年度教學滿意度的五個構面高於107學年度，且師生互動有顯著差異；108學年度ARCS學習動機四個構面中專注、相關、信心三構面高於107學年度，且信心構面有顯著差異；學生能在本課程中學習到帶著走的能力，未來可應用於專題及職場就業上。

This research aims to integrate Project-based learning, ARCS learning motivation theory, and example teaching into the curriculum planning and teaching content for improvement of the motivation and effectiveness in learning. The participants were the third-year university students of an elective course in Broadcasting Animation Design. The contents of the course are Motion Graphics Design and AE animation skills. After the implementation of this study in the 107th academic year, students' learning motivation and effectiveness were tested, the feedback obtained was used for action research, and the teaching content was revised and then implemented in the 108th academic year. The research results reveal that, after the adjustment of the 108th academic year teaching based on action research, the five dimensions of teaching satisfaction are higher than those of the 107th academic year, and there are significant differences in teacher-student interaction. Attention, relevance, and confidence of the four dimensions of ARCS learning motivation in the 108th academic year are higher than those of the 107th academic year, and there are significant differences in the confidence dimension. This research integrates learning theory into the curriculum, from the inspection of learning effectiveness and the ability of the students to imbibe the learning, which can be applied to graduation projects and career employment in the future.