不同教材呈現學習內容的方式會對學習者的知識建構與學習成果產生深遠之影響，在實務上，互動影片教材於各式學習情境中逐漸增加地被採用，例如翻轉教室、磨課師課程及電子書等，學習者可透過加強互動來獲取具建設性的學習輔助。因此，互動式學習活動對製作互動影片教材是不可或缺的，同時也有越來越多的學習者對互動式學習體驗表現出高接受度與喜愛。然而，當製作互動影片教材時，教學者需要特別地投入大量心力構思出讓學習者可參與互動的學習活動內容。假若此類製作過程能奠基於一個有系統性且符合教學法的設計，那麼製作與觀看互動影片教材便能確保為有效的學習。以內容準備與實作而言，集體智慧與自然人機介面科技具備為設計互動式學習活動之潛力。在線上非同步學習中，多數參與者的想法、需求與問題最終也會成為集體智慧的一部分，因而集體智慧亦可作為設計互動式學習活動的內容來源之一。另一方面，具身認知與情境學習的文獻指出在一個豐富感知的學習情境中能加強互動並提供更多學習線索來幫助學習者建構知識。透過應用自然人機介面科技，互動式學習活動的操作可轉化為有意義且與學習內容高度相關之互動。所以本研究提出利用集體智慧與自然人機介面科技的具身化設計來製作互動影片教材，並透過口說、動作與情境資訊來提供學習者一個豐富感知的學習情境。本研究招募90位受測者進行實驗，受測者隨機並均等地分為三組，分別為身境式互動影片教材、非身境式互動影片教材、及傳統影片教材。結果顯示採用身境式互動影片教材之學習者可獲得較佳的內容理解與保留性，且不會對於學習者造成持續性專注度不足與額外的認知負荷。綜上所述，本研究成果發現證實以具身化設計製作身境式互動影片教材為有效之學習。

How learning materials are presented to convey learning content has far-reaching effects on learners’ knowledge construction and learning outcomes. For creating digital learning materials in practice, interactive video lectures are increasingly being adopted in various learning context such as flipped classrooms, massive open online courses, and electronic textbooks. Interactive learning activities are necessary for creating an interactive video lecture because learners can obtain constructive support with increased interaction in a learning process. Accordingly, more and more learners express high acceptance and preference toward the interactive learning experience. When creating interactive video lectures, instructors require investing substantial effort, in particular, for conceiving the content of learning activities which learners can interact with. If such production would be grounded on a systematic and pedagogical approach, creating and watching interactive video lectures could contribute to effective design and learning. In terms of content preparation and implementation, collective intelligence (CI) and natural user interface (NUI) technologies show promising potential for designing interactive learning activities. In online asynchronous learning, interactions among participants usually take place in discussion forums. Majority of the participants’ thoughts, demands, and questions finally contribute to CI, a universally distributed wisdom. CI then becomes a potential content resource for designing interactive learning activities. On the other hand, the literature of embodied cognition and situated learning emphasizes that increased interaction can be achieved in a richly perceived learning context and help learners construct knowledge with more learning cues. By applying NUI technologies, various types of performing interactive learning activities could be implemented as meaningful interactions through the operations related to learning concepts. This study therefore proposes the embodied design for creating interactive video lectures by exploiting CI and NUI technologies. The embodied design provides learners a richly perceived learning context through speaking, gesturing, and context information. In order to evaluate the embodied design, an experiment was conducted with 90 participants for robust statistical analyses. The participants were randomly and equally assigned to the three groups, namely embodied interactive video lecture (EIVL), non-embodied interactive video lecture, and conventional video lecture. The results show that learners with EIVL can obtain better performance in comprehension of learning content and comprehension retention without imposing insufficient sustained attention and additional cognitive load on them. Hence, the findings suggest that EIVL created by the embodied design is effective for learning.

論文審定書 i
論文提要 ii
ACKNOWLEDGEMENTS iii
摘要 iv
Abstract v
Table of Content vii
List of Figures x
List of Tables xi
Chapter 1 Introduction 1
1.1 Research background and motivations 2
1.2 Research objective and research question 6
1.3 Research process 10
Chapter 2 Literature Review 12
2.1 Learning with interactive video lectures 13
2.1.1 The media richness level of interactive video lectures 13
2.1.2 The potential benefits of interactive video lectures 15
2.2 Collective intelligence in a video lecture discussion forum 17
2.3 Embodied cognition with natural user interface 20
2.4 Pedagogical designs for interactive video lectures 24
Chapter 3 Development of Embodied Interactive Video Lectures 27
3.1 The embodied design 28
3.2 Choosing appropriate content 33
3.2.1 Video-based content 33
3.2.1 Collective intelligence content 36
3.3 The system for supporting embodied interactive video lectures 36
3.4 An embodied interactive video lecture 39
Chapter 4 Methods 48
4.1 Research design and operational definitions of variables 48
4.2 Hypotheses 51
4.3 Participants 56
4.4 Instruments 56
4.5 Experimental procedure 59
4.6 Approach for data analyses 60
Chapter 5 Results and Discussion 61
5.1 Demography 61
5.2 Analysis of comprehension 62
5.3 Analysis of sustained attention 64
5.4 Analysis of cognitive load 65
5.5 Summary of the hypotheses 67
5.6 Interpretations and implications of the results 68
5.6.1 Comprehension 68
5.6.2 Sustained attention 69
5.6.3 Cognitive load 72
Chapter 6 Conclusions 74
6.1 Findings 74
6.1.1 Effective design for creating embodied interactive video lectures 74
6.1.2 Better learning outcomes of embodied interactive video lectures 75
6.2 Contributions 77
6.3 Limitations 78
6.4 Future works 78
References 80
Appendix A. Examples of six types of interactive learning activities 90
Appendix B. Question items of the pre-test 97
Appendix C. Question items of the comprehension test 102
Appendix D. Measures of cognitive load 105

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