| 摘要: | 許多研究指出電子書對教學現場助益很大，而動畫片也有助於學習，另一方面，電子書與動畫片各有不同的優勢，然而，近年來卻鮮少有研究將動畫片整合進入電子書中。有鑑於此，本研究發展了動畫電子書，因為結合不同的多媒體，可以產生更好的學習效果。可是並不是所有的學習者，都可以接受這種認知負荷，因此需要考慮人因，其中性別差異是一個相對固定且不可改變的變量。此外許多的研究認為男性與女性學習者對多媒體與線上學習的態度有所不同。而動畫電子書屬於一種多媒體的線上學習工具。為此，本研究主旨在提供一個可適應男性與女性，不同偏好之性別均等動畫電子書。
本研究包括兩個實證研究：實驗一的目標為探討性別差異對於使用動畫電子書的影響；實驗二的目標是透過基於實驗一的結果發展出一款能夠提供性別均等的動畫電子書。實驗一的研究結果表示，男性與女性在使用雛型版動畫電子書時存在著性別差異，例如男性在使用雛型版動畫電子書時較注重的是動畫電子書的功能，而女性注重的則是電子書裡的內容；此外，男性的感受是強調在與動畫電子書互動時的操作，女性則是關注在電子書內容的呈現方式是否生動。
根據實驗一的結果，我們更新了動畫電子書的設計，並根據男性與女性不同的期望加入許多輔助工具，此外，也根據男性與女性不同的偏好，分別改善了動畫電子書的操作方式與電子書中的呈現方式。而實驗二的研究結果表示，不論是男性或女性的學習者，在使用動畫電子書時，並不會在學習觀感或學習成效上產生性別差異，此外本研究發現，只有男性學習者的學習觀感與學習成效存在著顯著相關，更進一步來說，對背景音樂越敏感的男性，他所要完成任務的時間越長，反之女性則無。而在學習行為方面，男性與女性呈現出相似與相異的學習行為，從相異的學習行為裡可以發現，男性與女性擁有各自不同的偏好去使用動畫電子書，例如，男性在閱讀電子書時會去使用多種工具來輔助閱讀，而女性則是使用工具來完成任務，因此透過動畫電子書提供的各種工具，男性與女性可以利用自己的策略去完成相同的學習目標。
整體來說，這項研究有助於深入了解如何設計一款適合男性與女性的動畫電子書。透過這樣的方式，提供一個擁有性別均等學習情境之動畫電子書的目標將會被實踐。
;Previous studies indicated that e-books were beneficial for educational settings while animated films also have positive effects on student learning. On the other hand, e-books and animation have different advantages. However, few studies integrated animation into an e-book. Thus, this research developed an animated e-book by incorporating animation films into an e-book. On the other hand, the animated e-book contains rich media, which may cause learners’ cognitive overload. However, not all of the learners can cope such cognitive overload. Thus, human factors are essential. In particular, gender is a relatively fixed and not malleable variable. Additionally, recent research suggested that gender differences existed in students’ attitudes toward multimedia technology and online learning. To this end, this research aimed to provide a gender equality animated e-book that can accommodate the preferences of males and females. More specifically, two empirical studies were included in this research. Study One targeted to examine how males and females used a Prototype of an Animated E-book System differently. Study Two attempted to develop the Animated E-book System that could provide gender equality based on the results of Study One.
The result from Study One showed that there were gender differences between males and females when the used the Prototype of the Animated E-book System. For instance, males emphasized on the functionalities of the animated e-book while females focused on the content of the animated e-book. In addition, males emphasized on the convenience of interacting with the prototype of an animated e-book while females focused on the vivid content presentation of the e-book mode.
The results obtained from Study One were applied to redesign the animated e-book, where diverse tools were provided based on expectation from males and females. According to the different preference of males and females, the operation of the animated e-book was improved and the presentation of the e-book mode was enriched. The results from Study Two indicated that gender differences were removed, in term of learning perception and learning performance. However, correlations between learning perception and learning performance were found for male students while no such significant correlations were shown for females. More specifically, males who had higher sensitivity to background music spent more time for completing the tasks. Moreover, males and females showed similar and different learning behaviors. Regarding differences, males and females demonstrated different preference with animated e-book. For example, males used diverse tools to assist themselves to read the e-book while females used diverse tools to complete the task. Therefore, males and females could use diverse tools provided by the animated e-book with their own strategies to achieve the same learning goals.
In summary, this research contributes to develop deep understandings of how to design animated e-books that were suitable for males and females. By doing so, the ultimate goal of providing gender equality contexts can be achieved. |
