在資訊過載的時代，瀏覽以成為現代人的網路閱讀習慣，如何在短時間內進行有效的學習為重要的議題。過去相關研究指出，閱讀網路四格漫畫已成為流行文化並能夠帶給學習者正向情緒，此外現今華人遍及世界各地，非華人地區接觸到華人傳統文化的比率甚高。本研究旨在探討以媒體視覺相關理論而繪製中華傳統節慶網路四格漫畫。目前網際網路上有關節慶介紹網站多以文字為主，為進行本網路四格漫畫之研繪，研究者將其內容歸納為精簡文字，獨立創作出具個節慶重要元素之視覺插畫，並嵌入超連結功能作為延伸學習，提供非華人學習者快速學習中華傳統節慶的重點知識。
研究者以最具代表性之六項中華傳統節慶為學習內容，繪製成網路四格漫畫並將超連結嵌入漫畫。於2011年10月至2012年1月進行線上實驗，33位受測者皆來自非華人地區。研究者記錄學習者的閱讀時間與各節慶漫畫的閱讀次數，透過前、後測問卷、評估問卷等量化資料以及開放式問題之質性資料進行分析。研究結果發現，學習者專注於視覺圖像並且抱持正向態度尋找嵌在文字或圖像內的超連結。學習者在短時間內閱讀完漫畫後，後測成績皆有所進步，其中以低認知的學習者進步最為顯著。部分學習者則表示渴望能夠瞭解更多中華傳統節慶的延伸知識，顯示其後續學習動機。
根據研究結果，研究者歸納出以下設計準則：1）每一格漫畫裡的對話至多三句，2）將學習內容以故事情境的方式呈現，3）以視覺圖像呈現各節慶關鍵元素，4）使用超連結功能以促發學習者延伸學習的動機，以及5）每一格的漫畫裡至少有一項關鍵元素。從本研究結果得知網路四格漫畫可提供學習者在有限時間內進行快速學習，觸發對中華傳統節慶的後續學習動機，以及視覺圖像能夠有效地呈現抽象的學習內容。

Acquiring knowledge quickly is an essential issue for the Internet navigators who get used to scan the online contents have little time to get knowledge in the information overloaded age. Four-frame webcomics have been popular on the Internet and bring readers enjoyment and positive moods. Additionally, Chinese culture has been widespread that both Chinese and non-Chinese people would have great opportunities to experience in their daily life. On the basis of multimedia and visual theories, the researcher developed hyperlink-based four-frame webcomics of Chinese lunar festivals to facilitate learners’ learning about Chinese traditional culture online.
The researcher set up a website with six webcomics, and recorded the participants’ viewing paths. The experiment started from Oct. in 2011 to Jan. 2012, and 33 participants from different countries volunteered to take part in. Pre-test, post-test, and evaluation questionnaire were conducted for evaluating the effectiveness of the webcomics. The results show that participants were attracted by the visual representations and found hyperlinks in the webcomics with positive moods. They made their improvement especially for the learners with lower cognitions proved their knowledge gained in a short period of time. Furthermore, parts of the participants expected to learn more about Chinese lunar festivals with further learning motivations.
After analyzing the results and feedback, the researcher concluded the following design guidelines: a) design the conversations up to 3 sentences in each frame, b) use the strategy of storytelling to present learning contents, c) simplify images and visualize each key elements concisely, d) utilize hyperlinks directed to further learning information and e) present at least one key element each frame. To sum up, the hyperlink-based four-frame webcomics had potential on learning at a glance. Moreover, the researcher noticed that the hyperlink functions would motivate the participants to do further learning, and visual representations could present abstract learning contents concretely.

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