導入同儕互評於數位故事創作

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姓名

呂冠賢(Kuan-hsien Lu) 查詢紙本館藏

畢業系所

網路學習科技研究所

論文名稱

導入同儕互評於數位故事創作
(Applying peer assessment to digital story creation)

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摘要(中)

在21世紀的全球社會中，個人的創意代表了其相當重要的核心行為能力與價值。而透過學習活動有效地的培養，對於提升學童在創意自我效能上之感受與創意成品上之表現是非常有幫助的。此外，數位說故事是近幾年來，相當受到重視的學習方式，且被認為可以完整的呈現個人的概念與創意，但如何正確導入數位說故事活動於課程中卻是令許多教學者困惑的問題，因此，本研究進一步認為，結合同儕互評的方式可能為一個有效的途徑。
本研究設計導入同儕互評的機制於數位說故事活動，探討國小六年級的學生在故事繪本作品與創意自我效能上是否會有所影響。最後，根據實驗結果分析與討論，證實了實驗組的學生在故事繪本作品上的表現確實優於控制組的學生，並且，在學生的創意自我效能上，比起控制組的學生，實驗組的學生也呈現出了較高的個人創意信念。而藉由這樣的研究結果顯示，同儕互評的介入並不會降低學生在數位說故事活動上的創意表現，反而因為有機會獲得更多的資訊與想法，進而提升其在創意成品與創意自我效能上的表現及感受。

摘要(英)

In the 21st century global society, creativity represents individual crucial core capacity and value. It is helpful for students to foster creativity by learning activities on enhancing students’ perceptions toward creative self-efficacy and performance of creative outcomes. In recent years, digital storytelling learning has been considered as an important approach to completely represent individual concept and creativity. However, it is difficult for instructors to appropriately implement digital storytelling activities in educational curriculum. The purpose of this study is therefore to design a digital storytelling activity with a peer assessment mechanism. An experiment was conducted to investigate the effect of the mechanism on sixth grade students’ story picture book works and creative self-efficacy. Results showed that students performed on story picture book in the experimental group better than those in the control group. Moreover, compared of the control group, the experimental group revealed a higher level of creative belief. As a result, the intervention of peer assessment not only provided more opportunities to obtain varied information and ideas, but also enhanced the performances and perceptions of creative outcomes and self-efficacy.

關鍵字(中)

★ 數位說故事
★ 創意自我效能
★ 同儕互評

關鍵字(英)

★ peer assessment
★ creative self-efficacy
★ digital storytelling

論文目次

摘要 i
Abstract ii
誌謝 iii
目錄 iv
表目錄 vii
圖目錄 ix
第一章緒論 1
1-1 研究背景與動機 1
1-2 研究目的與問題 3
1-3 名詞解釋 4
1-4 論文架構 5
第二章文獻探討 6
2-1 數位說故事 6
2-2 同儕互評 8
2-3 創意自我效能 10
2-4 總結 12
第三章系統設計與實作 13
3-1 系統設計理念與原則 13
3-1-1 系統設計理念 13
3-1-2 系統設計原則 16
3-2 系統架構 17
3-3 系統資料庫設計 21
3-4 系統介面與功能 22
3-4-1 iLStory繪本製作區之建立繪本 23
3-4-2 iLStory繪本製作區之創作繪本 25
3-4-3 iLStory繪本閱讀區之瀏覽繪本 35
3-4-4 Web繪本館之瀏覽繪本 37
第四章研究方法 40
4-1 研究流程 40
4-2 實驗對象與環境 41
4-3 實驗設計與程序 43
4-4 研究工具 47
4-4-1 數位說故事作品評量表－專家評量版 48
4-4-2 數位說故事作品評量表－學生評量版 51
4-4-3 故事結構分類 51
4-4-4 創意自我效能量表 52
4-4-5 學習動機策略量表 53
4-5 資料收集與分析 54
4-5-1 繪本作品評量 55
4-5-1-1 成績評量－專家評量 55
4-5-1-2 成績評量－學生互評╱學生自評 57
4-5-1-3 故事結構評量 57
4-5-2 問卷蒐集 58
4-5-2-1 創意自我效能量表 58
4-5-2-2 學習動機策略量表 59
4-5-3 學生訪談 60
第五章實驗結果與討論 61
5-1 繪本作品分析與討論 61
5-1-1 學生作品成績差異檢定 61
5-1-2 學生作品之故事結構差異檢定 73
5-1-3 學生作品成績與自評成績相關分析 75
5-2 創意自我效能量表分析與討論 77
5-2-1 學生創意自我效能差異檢定 77
5-2-2 學生創意自我效能與作品成績相關分析 80
5-3 學習動機策略量表分析與討論 82
5-3-1 學生學習動機策略差異檢定 82
5-3-2 學生學習動機策略與創意自我效能相關分析 84
第六章結論與建議 86
6-1 結論 86
6-2 研究範圍與限制 88
6-3 未來發展與建議 88
參考文獻 90
附錄一、故事繪本介紹範例 98
附錄二、課程大綱（一） 100
附錄三、課程大綱（二） 101
附錄四、數位說故事作品評量表（專家評量版） 102
附錄五、數位說故事作品評量表（學生互評版） 104
附錄六、數位說故事作品評量表（學生自評版） 105
附錄七、創意自我效能量表（前測） 106
附錄八、創意自我效能量表（後測） 107
附錄九、學習動機策略量表 108
附錄十、學生創作作品案例 110
附錄十一、事後訪談提問單 113

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指導教授

劉晨鐘(Chen-chung Liu)

審核日期

2012-7-27

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