映像作品の評価と学習方略および達成度テストとの関連について Effects of Learning Strategy and Visual Iconic Presentation on Learning in Audio-Visual Education

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Author(s)

Abstract

視聴覚教育を履修している大学生30名を被験者として,彼らの映像作品,学習方略,達成度テスト(PT)のデータを収集した。映像作品は,教育学部の視聴覚関連科目を習得した学生達により点数化された(VI)。学習方略は,質問紙によるアンケートにより調査・集計した(LS)。3つの変数の関連について分析をした結果,VIとLSの間にだけ高い相関が見られた。さらに,映像作品中の組織的映像が最も高い伝達性を持つことがわかった。また,学習方略は映像製作能力を知る上で,因習的な達成度テストよりも重要な要因であることがわかった。

The 30 college students in an audio-visual education class were used as subjects, and their visual iconic presentations (VIPs), scores of a paper test (PT) and learning strategies (LS) were researched by questionnaire method. Thereon, each VIP was evaluated by education major students with visual expertise as the visual intelligibility (VI), and the relationships between variables were investigated. As results, the author found a stronger correlation between VI and LS scores than between the others. In addition, the organizational visual (Or) in VIPs was the most effective visual design strategy for increasing intelligibility. Also the result indicates that the level of LS is a more useful for inferring the competence of visualization than conventional paper test data.

Journal

  • Japnese Journal of Educational Media Research

    Japnese Journal of Educational Media Research 2(1), 56-61, 1995

    Japan Association for Educational Media Study

Codes

  • NII Article ID (NAID)
    110009691074
  • Text Lang
    ENG
  • ISSN
    1340-9352
  • Data Source
    NII-ELS  J-STAGE 
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