操作教學媒材的學習成效－以電腦智慧型縫紉機為例

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题名:	操作教學媒材的學習成效－以電腦智慧型縫紉機為例 A Study on Learning Effectiveness of Operating Theaching Media Take Computer Smart Sewing Machine as an Example
作者:	林姿妤 LIN, ZIH-YU
贡献者:	視覺傳達設計學系
关键词:	智慧型刺繡縫紉機;操作使用教學;教學媒材;學習成效 smart embroidery and sewing machine;hands-on instructions;Instructional media;learning effectiveness
日期:	2020
上传时间:	2022-12-19 02:39:32 (UTC+0)
出版者:	亞洲大學
摘要:	數位時代來臨，教學模式隨時代改變，使用者面對玲瑯滿目且多元的教學媒材，該如何挑選合適且最有效率的教材以利於使用者快速學習上手成為重要因素。然而因縫紉機智慧科技的創新，故本研究探討紙本、真人影音與2D動畫教學媒材應用在智慧型縫紉機操作上的學習成效為何。本研究目的為（1）了解使用者在機構與面板任務操作時，使用不同操作教學媒材的學習成效差異；（2）分析使用者在不同操作教學媒材上遇到任務困難之異同；（3）比較在不同操作教學媒材中，各項基礎縫紉任務所花時間與操作問題來統計分析學習成效。本研究針對伸興工業H43BX智慧縫紉機的基礎縫紉功能，邀請無縫紉機相關使用經驗之受測者分為紙本教學、真人影音教學與2D動畫教學三組，每組各2人，共6人。於規範時限內操作9項縫紉功能，透過現場操作錄影記錄與回朔訪談口語分析不同操作教學媒材受測者的學習成效。本研究結果如下，(1)對零操作經驗使用者而言，不論是真人影音或2D動畫教學媒材不需要理解　　專有名詞，僅需要依循步驟按步完成即可，反之，紙本教材內許多的專有名　　詞較容易讓使用者感到無法順利理解文字進而無法完成操作導致降低學習　　動力。 (2)在不同媒材的學習速度上發現，2D動畫快於真人影音快於紙本。因在觀看操作教材時，文字閱讀所需時間比觀看影片時間多，同時也相較於其他媒材在操作上所花時間較多。(3)無論是紙本、真人影音2D動畫教材，在受測者操作困難度較高或較細微的縫紉任務時，皆在操作上遇到操作錯誤的情形產生，推測在提示操作局部特寫細節方面，可能透過動畫放大圖細節比起紙本較為的緣故。真人影音組與2D動畫組在較困難的操作上，透過放大局部特寫操作細節容易讓使用者立即注意到，但相對紙本媒材上卻較無法立即性的讓使用者注意，例如在任務一捲下線或在一些較困難任務時，較無法順利完成甚至導致放棄該任務操作。(4)無論使用何種媒材，面板操作皆優於機構操作。原因應來自現代年輕族群因大量使用智慧型手機或平板，所以對面板操作有著直覺反應；反而對機構操作與理解相對生疏。　　目前縫紉機的相關學術研究數據並不多，本研究針對操作媒材成效分析提供智慧型刺繡縫紉機的紙本與數位在產品操作使用教學上之學習成效，研究結果確實能在縫紉機教學上提供建議做為也可做為操作教學者在教學媒材的編撰之參考依據，對於提升使用者的學習成效有正向幫助。而分析結果也能提供日後他人拓展相關研究樣本以及相似屬性之機械操作參考數據。關鍵字：教學媒材、操作使用教學、智慧型刺繡縫紉機、學習成效 With the coming of the digital age, teaching models have changed along with it. For users, in face of a dazzling, diverse array of instructional media, how to choose the appropriate and most efficient instructional materials to facilitate their quick mastering of skills/knowledge has become an important factor. However, in response to the innovation of the smart technology of sewing machines, this study seeks to investigate the learning effectiveness of applying paper-based materials, live-action videos, and 2D animations to the operation of smart sewing machines. The purposes of the study are as follows: (1) To understand the differences in learning effectiveness between users in using different operation instructional media when performing mechanical and panel operations; (2) to analyze the similarities and differences in task difficulties users encounter in different operation instructional media; and (3) to compare the time spent and operational problems encountered in various basic sewing tasks in different operation instructional media.This study focused on the basic sewing functions of H43BX sewing machine manufactured by Zeng Hsing Industrial Co. Ltd. Subjects with no experience in using sewing machine were invited to participate, divided into three groups which used different instructional materials, namely, paper-based materials, live-action videos, and 2D animations. Each group consisted of 2 persons, with 6 people in total. The subjects were to perform 9 sewing functions within a specified time limit. Through video-recording of the on-site operation and oral retrospective interviews, the learning effectiveness of the subjects using different operational instructional media were analyzed. The research results of this study are as follows:(1) To users with zero operating experience, whether it be paper-based materials, live-action videos, or 2D animations, they could complete their tasks by simply following each step without having to understand the technical terms. Conversely, the numerous technical terms in paper-based materials hindered the users’ smooth understanding of the text, such that they could not complete the tasks, which hence lowered their learning motivation. (2) With respect to the speed of learning in using different media, it was discovered that users using 2D animations learned fastest, followed by those using live-action videos and lastly those using paper-based materials. This was because reading texts required more time than watching videos, which in turn took more time in operations compared to other media.(3) Whether it be paper-based materials, live-action videos, or 2D animations, all subjects made operational errors in handling more difficult or more delicate sewing tasks. The reason might possibly lie in the greater ease of enlarging the details of pictures in animations to give partial close-ups of operation details than paper-based materials. In more difficult operations, live-action videos and 2D animations allowed users to have a closer look at operation details through partial close-ups By comparison, paper-based materials were less likely to instantly draw users’ attention to such details. For example, in the task of single lower thread rolling or some more difficult tasks, the users found that it was relatively difficult to complete them smoothly, which even led them to give up that task.(4) Whichever media was used, the subjects were better at panel operation than mechanical operation. The reason for this should lie in the fact that modern young people have intuitive response to panel operation as a result of their heavy use of smart phones or tablets, while being relatively unfamiliar with operating and understanding mechanisms. At present, there is meager scholarly research and data relating to sewing machines. The analysis of the effectiveness of operational media in this study has shown the learning effectiveness of using paper-based and digital materials for smart embroidery and sewing machines in hands-on instructions. The research results can indeed provide recommendations on sewing machine instructions. This can also be used as a basis of reference for operation instructors in compiling their instructional media, which will be helpful in enhancing users’ learning effectiveness. The analysis results can also provide reference data for subsequent researchers in expanding related research samples and mechanical operation of similar attributes.Keywords: Instructional media, hands-on instructions, smart embroidery and sewing machine, learning effectiveness
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