數位心智圖導入數位說故事對學童5C能力之學習成效分析

Learning Effectiveness of Digital Mind Mapping Into Digital Storytelling for Elementary School Students’ 5C Competencies

本研究旨在探討數位心智圖導入數位說故事對國小中、高年級學生5C能力之學習成效的影響。實驗對象為臺南市某國小四到六年級共203位學生。在課程實施前，每位學生先進行5C能力前測，再使用平板電腦進行各年級分組學習，最後進行後測；同時透過評量表對學生作品進行評量，以獲得量化及質性資料，並進行分析。研究結果發現，課程獲得大部分學生的喜愛，數位科技的輔助也確實能提升學生的5C能力。四到六年級學生都能將課程所學繪製成數位心智圖；大部分五年級學生都能以圖片編排為完整的數位說故事，而六年級更能將使用紙偶配合動作，循故事發展串連成順暢的逐格動畫，並為動畫搭配音樂和音效。學生於課程學得愈好，其5C能力則愈好；在數位心智圖、數位說故事及逐格動畫的作品成果亦愈好。

In this study investigates the influence on students’ 5C competencies from digital mind mapping into digital storytelling and stop-motion animation on mobile devices. Two hundred and three students from fourth to sixth grade in an elementary school in Tainan were chosen as the subjects of the experiment. Before the courses implemented, a pretest on 5C competencies was conducted on them. After they studied in groups on panel computers, a post-test was then conducted along with course. In the meanwhile, student’s works were evaluated by an evaluation form with a view to obtaining qualitative and quantitative data for further analysis. The result found that courses were highly acceptable among most students and indeed enhanced 5C competencies. Students from fourth to sixth grade were able to create digital mind mapping at different topics, while most of fifth-grade students could put together pictures and recording, producing a very complete digital storytelling. Many six-grade students, if not most, produced a very smooth series of stop-motion animation with music and sound effect to display every move of paper puppets along with storyline. Therefore, the better students have performed from those courses, the higher their 5C competencies, the even better performances they showed from digital mind mapping, digital storytelling and stop-motion animation.