探討視覺思考策略於互動式數位視覺藝術鑑賞學習系統之影響

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姓名

彭圓惠(Yuan-Hui Peng) 查詢紙本館藏

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網路學習科技研究所

論文名稱

探討視覺思考策略於互動式數位視覺藝術鑑賞學習系統之影響
(Effects of Visual Thinking Strategy on an Interactive Digital Visual Art Appreciation Learning System)

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摘要(中)

隨著數位科技的蓬勃發展，教育與學習方式也歷經改變，傳統的教室學習已經無法滿足新一代學習者的需求，數位學習方式成為近年來教育重要的趨勢。然而，大多數的數位學習系統集中於主要學科上，相對於藝術鑑賞領域較少探究，加上藝術鑑賞為全人教育發展重要一環，因此，將藝術鑑賞結合數位學習系統成為新的藝術教育方式。
藝術鑑賞是基於理論與歷史資訊繁多的課程，對於學習者在藝術鑑賞學習上是複雜且有難度的，因此，為了解決藝術鑑賞學習的困難，需要採取適當的學習策略融入數位藝術鑑賞學習系統，以確保數位藝術教育學習的成功應用。其中，視覺思考策略(Visual Thinking Strategy, VTS) 是一種典型的藝術欣賞的教育方法，且過去研究多為探討VTS應用於實體的藝術學習上，然而尚未將VTS的特徵應用於數位學習系統上，並結合藝術鑑賞學習的研究，因此，本研究將依據不同學習策略機制的特性設計學習環境，並開發一款互動式數位藝術鑑賞學習系統「Art Appreciation」。本研究旨在探討互動式數位藝術鑑賞學習環境中，VTS機制及無VTS機制學習者對於其藝術鑑賞學習成效、系統成效、學習動機、批判性思考傾向、使用者體驗及使用者經驗之差異，以及各變項之間的相關性。
本研究採混合研究方法，將60位研究對象分為兩組，分別為VTS組30人及無VTS組30人；兩組不同學習策略機制學習者分別透過VTS機制 (VTS觀察區、VTS思考區、VTS評斷區及畫作資訊內容區) 與無VTS機制 (畫作資訊內容區) 的數位系統學習共8幅畫作的藝術鑑賞知識；研究工具包含藝術鑑賞學習測驗卷、學習動機量表、批判性思考傾向量表、使用者體驗量表、使用者經驗訪談紀錄及系統紀錄檔，實驗時間總長為120分鐘。
本研究在互動式數位藝術鑑賞學習系統環境下，不同學習策略機制對於學習者的影響，主要發現以下七點研究結果：(1) 兩組不同學習策略機制學習者其藝術鑑賞學習成效皆有顯著進步，於組間後測的審美理解及整體的學習成效上為VTS機制學習者顯著優於無VTS學習者；(2) 於組間的系統成效上為VTS機制學習者顯著優於無VTS機制學習者外，VTS機制學習者在VTS觀察區的練習時間最多，以及在VTS思考區的練習分數最高；(3) 兩組不同學習策略機制學習者在學習動機上皆有顯著提升，於組間兩組產生相同程度的學習動機；(4) VTS機制學習者的批判性思考傾向具有顯著的進步，無VTS機制學習者則無呈現顯著差異，於組間後測及進步分數的批判性思考傾向上為VTS機制學習者顯著優於無VTS學習者；(5) 兩組不同學習策略機制學習者皆產生相同高滿意程度的使用者體驗；(6) 透過質性訪談發現不同學習策略機制學習者在學習動機、批判性思考傾向及使用者體驗之有用性上出現不同的看法，VTS機制學習者受到步驟式問題引導的方式，可激勵學習者參與學習、並促進批判性思考傾向及學習成效的提升；(7) 兩組不同學習策略機制學習者在藝術鑑賞學習成效與系統成效、學習動機、批判性思考傾向及使用者體驗上皆呈正相關。
綜合以上結果顯示，本研究之互動式數位藝術鑑賞學習系統「Art Appreciation」可提升VTS及無VTS機制學習者藝術鑑賞學習成效外，亦可提高兩組之學習動機，且可從中瞭解不同學習策略機制學習者在系統成效、批判性思考傾向、使用者體驗及其使用者經驗想法，因此可提供研究者未來的研究方向。此外，對於教學者及設計開發者在未來規劃互動式數位系統環境時，提供適當的方式輔助學習者學習藝術鑑賞。

摘要(英)

With the robust development of digital technology, education and learning methods have been revolutionized. Conventional classroom instruction can no longer satisfy the needs of the new generation of learners, and digital learning has emerged as a critical trend in education. However, the majority of digital learning systems focus primarily on key academic subjects, while relatively few explore the field of art appreciation. Given the importance of art appreciation for holistic education development, integrating art appreciation with digital learning systems has become a new approach to art education.
Art appreciation, a course rich in theoretical and historical information, presents a complex and challenging learning task. To address these difficulties, appropriate learning strategies need to be incorporated into the digital art appreciation learning system to ensure successful application of digital art education. Visual Thinking Strategy (VTS) represents a typical art appreciation educational method. VTS has been widely discussed in previous studies in the context of physical art appreciation learning, yet the application of VTS characteristics in digital learning systems and in combination with art appreciation learning research is still uncharted territory. Accordingly, this study designs learning environments based on the characteristics of different learning strategy and develops an interactive digital art appreciation learning system called "Art Appreciation". This study aims to explore the differences and correlations between learners using VTS and non-VTS of the art appreciation learning performance, system performance, learning motivation, inclination for critical thinking tendency, user experience, and user stories in an interactive digital art appreciation learning environment.
This study used mixed-method research, and divides 60 research subjects into two groups: 30 VTS group and 30 non-VTS group. Both different learning strategy learners, respectively studied a total of eight artworks through a digital system. The VTS learners (includes VTS see and feel, VTS think, VTS wonder, and information content of the artworks), and the non-VTS learners (information content of the artworks). The research instruments included art appreciation learning tests, learning motivation scale, critical thinking tendency scale, user experience scale, user interview records, and system log data, the duration of the experiment was 120 minutes.
The study primarily reveals the following seven findings regarding the impact of different learning strategy on learners within the interactive digital art appreciation learning system environment: (1) Both different learning strategy learners showed significant improvement in art appreciation learning performance, Between the two groups of post-testing for aesthetic understanding and overall in learning performance, the VTS learners outperformed the non-VTS learners; (2) The VTS learners significantly outperformed the non-VTS learners in terms of system performance, had the most practice time in the VTS observation area, and scored highest in the VTS thinking area; (3) Both groups of learners showed significant enhancement in learning motivation. Between the two groups of learners generated the same level of learning motivation; (4) The VTS learners made notable progress in critical thinking tendency, and the non-VTS learners was no significant difference in learning motivation. Between the two groups of post-test and progress scores in critical thinking tendency, the VTS learners outperformed the non-VTS learners; (5) Both groups of learners had equally high levels of user experience satisfaction; (6) Through qualitative interviews, it was found that learners employing different learning strategy had varying perspectives on the usefulness of learning motivation, critical thinking tendency, and user experiences. The VTS learners were influenced by a step-by-step question-guiding approach, which served to stimulate learner participation and foster an inclination towards critical thinking tendency, thus enhancing overall learning performance; (7) Learners from both the VTS and non-VTS showed a positive correlation between art appreciation learning performance and system performance, learning motivation, critical thinking tendency, and user experience.
In conclusion, the interactive digital art appreciation learning system "Art Appreciation" in this study not only enhances the art appreciation learning performance for learners using VTS and non-VTS, but also boosts learning motivation for both different learning strategy learners. Furthermore, it offers insights into the different learning strategy learners system performance, inclination for critical thinking tendency, user experience, and user stories, it could provide researchers with future research directions. Moreover, it will also be beneficial for educators and designers to plan appropriately and assist learners in learning art appreciation when designing interactive digital learning environments in the future.

關鍵字(中)

★ 互動式數位學習
★ 視覺思考策略
★ 藝術鑑賞
★ 學習成效
★ 系統成效
★ 學習動機
★ 批判性思考傾向
★ 使用者體驗

關鍵字(英)

★ interactive digital learning
★ visual thinking strategy
★ art appreciation
★ learning performance
★ system performance
★ learning motivation
★ critical thinking tendency
★ user experience

論文目次

摘要 i
ABSTRACT iii
誌謝 vi
目錄 vii
表目錄 xii
圖目錄 xiv
一、緒論 1
1.1 研究背景與動機 1
1.2 研究目的 4
1.3 研究問題 4
1.4 研究重要性 5
1.5 名詞解釋 5
二、文獻探討 8
2.1 數位藝術鑑賞學習 8
2.1.1 藝術鑑賞學習 8
2.1.2 數位藝術教育學習的應用 10
2.2 視覺思考策略 14
2.2.1 視覺思考策略的定義與理論 14
2.2.2 視覺思考策略的應用 16
2.3 使用者體驗 19
2.3.1 使用者體驗的定義與相關模型 19
2.3.2 使用者體驗的應用 21
2.4 文獻探討小結 23
三、系統設計與實作 25
3.1 系統設計理念 25
3.2 開發工具 27
3.3 學習內容 27
3.4 系統架構 29
3.4.1 VTS 觀察區 (See/Feel) 30
3.4.2 VTS 思考區 (Think) 32
3.4.3 VTS 評斷區 (Wonder) 33
3.4.4 畫作資訊內容區 35
3.5 系統操作流程 36
四、研究方法 41
4.1 研究設計 41
4.2 研究對象 43
4.3 研究工具 44
4.3.1 藝術鑑賞學習測驗 44
4.3.2 學習動機量表 45
4.3.3 批判性思考傾向量表 45
4.3.4 使用者體驗量表 45
4.3.5 使用者經驗訪談 46
4.3.6 系統記錄檔 47
4.4 實驗流程 48
4.5 資料收集與分析 50
4.5.1 信度分析 (Reliability Analysis) 51
4.5.2 無母數分析 (Non-parametric test) 51
4.5.3 魏克森符號檢定 (Wilcoxon rank-sum test) 51
4.5.4 曼-惠特尼U檢定 (Mann-Whitney U test) 51
4.5.5 斯皮爾曼等級相關係數分析 (Spearman Correlation) 52
五、研究結果與討論 53
5.1 不同學習策略機制的學習者其藝術鑑賞學習成效、系統成效、學習動機、批判性思考傾向、使用者體驗及使用者經驗之影響 53
5.1.1 不同學習策略機制的學習者其藝術鑑賞學習成效之影響 53
5.1.2 不同學習策略機制的學習者其系統成效之影響 57
5.1.3 不同學習策略機制的學習者其學習動機之影響 60
5.1.4 不同學習策略機制的學習者其批判性思考傾向之影響 62
5.1.5 不同學習策略機制的學習者其使用者體驗之影響 64
5.1.6 透過訪談的方式，不同學習策略機制的學習者其使用者經驗之影響 66
5.2 不同學習策略機制的學習者其藝術鑑賞學習成效、系統成效、學習動機、批判性思考傾向及使用者體驗之間的相關性 72
5.3 綜合討論 82
5.3.1 不同學習策略機制學習者對於藝術鑑賞學習成效、系統成效、學習動機、批判性思考傾向、使用者體驗及使用者經驗之影響 82
5.3.1.1 不同學習策略機制學習者對於藝術鑑賞學習成效之影響 82
5.3.1.2 不同學習策略機制學習者對於系統成效之影響 83
5.3.1.3 不同學習策略機制學習者對於學習動機之差異 84
5.3.1.4 不同學習策略機制學習者對於批判性思考傾向之差異 86
5.3.1.5 不同學習策略機制學習者對於使用者體驗之差異 87
5.3.1.6 透過訪談的方式，不同學習策略機制學習者對於使用者經驗之影響 88
5.3.2 不同學習策略機制下對學習者其藝術鑑賞學習成效、系統成效、學習動機、批判性思考傾向及使用者體驗之間的相關性 90
六、結論與建議 94
6.1 研究結論 94
6.1.1 不同學習策略機制學習者在互動式數位學習環境中，對藝術鑑賞學習成效、系統成效、學習動機、批判性思考傾向、使用者體驗及使用者經驗之影響 94
6.1.1.1 不同學習策略機制之學習者在互動式數位學習環境中，對藝術鑑賞學習成效之影響 94
6.1.1.2 不同學習策略機制之學習者在互動式數位學習環境中，對系統成效之影響 95
6.1.1.3 不同學習策略機制之學習者在互動式數位學習環境中，對學習動機之影響 95
6.1.1.4 不同學習策略機制之學習者在互動式數位學習環境中，對批判性思考傾向之影響 95
6.1.1.5 不同學習策略機制之學習者在互動式數位學習環境中，對使用者體驗之影響 95
6.1.1.6 透過訪談的方式，不同學習策略機制之學習者在互動式數位學習環境中，對使用者經驗之影響 96
6.1.2 不同學習策略機制學習者在互動式數位學習環境中，對藝術鑑賞學習成效、系統成效、學習動機、批判性思考傾向及使用者體驗之間的相關性 96
6.2 研究貢獻 97
6.2.1 學術貢獻 97
6.2.2 應用貢獻 98
6.3 未來展望與侷限 99
6.3.1 研究範圍及限制 99
6.3.2 研究設計改善建議 99
6.3.3 系統設計改善建議 100
參考文獻 102
附錄一教學進度表 112
附錄二藝術鑑賞學習測驗前測 113
附錄三藝術鑑賞學習測驗後測 116
附錄四學習動機量表 119
附錄五批判性思考傾向量表 120
附錄六使用者體驗量表 121

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指導教授

楊接期(Jie-Chi Yang)

審核日期

2023-7-14

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