Cheng, H. J. (2017). Examining Pre-service Chinese Teachers' Multimedia Design: A CTML-based Quantitative Study. Journal of Technology and Chinese Language Teaching, 8(1), 16-35.
[鄭琇仁. (2017). 以多媒體學習認知觀點檢視職前中文教師多媒體課程設計. 科技与中文教学 (Journal of Technology and Chinese Language Teaching), 8(1), 16-35.]

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Abstract/摘要：

This quantitative study observed 15 pre-service Chinese-as-a-second-language (CSL) teachers’ skills at integrating digital multimedia into their online instruction, through the lens of Mayer’s (2014) cognitive theory of multimedia learning. Specifically, it examined their use of multimedia applications, their prior knowledge of design principles, and the consistency of their course designs by analyzing lesson plans, course materials, and clips of teaching video. Most of the participants were found to have integrated digital multimedia into their instruction, in keeping with the signal-, coherence-, and spatial-contiguity principles of multimedia design. However, inconsistency and incoherence in their designs still presented a major stumbling-block to effective learning. This study contributes to a deeper understanding of how Chinese pre-service teachers can integrate multimedia into instruction, and recommends that Mayer’s multimedia design principles be incorporated into CSL pre-service teacher training.

本研究以Richard Mayer的「多媒體學習認知」為理論基礎，檢測線上華語職前教師的多媒體輔助課堂的課件，探討其多媒體使用類型、多媒體教學設計之專業知能與穩定度。採量化研究，共分析15位遠距教師多媒體設計的課程教案、教材與教學影片。研究結果指出線上職前教師多數應用數位多媒體於課程設計，且教師的課件出現似強調原則、一致性原則、空間原則的設計現象。然而，這些課程設計現象並非穩定呈現，意味著教師的多媒體設計專業知能仍靠直覺並非專業多媒體設計知能的表現。此研究結果分析職前教師多媒體設計的現象，可作為培訓職前教師數位媒體設計之參考。