The Study on the Effectiveness of Teaching Cosmetology with Digital Teaching Materials Integrated with 3D Animation: The Massage Unit in the Required Qualification Examination of Class C Skill Category of Beauty

• Main Authors: Jui-Fang Chang, 張瑞芳
• Other Authors: Ting-Chu Hsieh
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/7h55m6

碩士 === 吳鳳科技大學 === 應用數位媒體研究所 === 101 === The teaching of Cosmetology is both oriented by skills and practices, and students are used to traditional teaching methods. However, due to the limitations of space and time, teachers are not able to demonstrate for students on the go. This may further affect the learning effects on the student side. The teaching materials of digital media can be used to activate learning without the limitations of space and time. It may facilitate the teaching of Cosmetology both oriented by skills and practices. The object of the current study is students from Cosmetology Department in some continuing education school in Southern Taiwan. And the purpose of the current study was to analyze the learning effects of traditional teaching methods and those integrated with teaching materials of digital media, so as to find out if there are any significant differences between both. The object of the current study is the students from the Cosmetology Department of a continuing education school in Southern Taiwan. And the purpose of the current study was to analyze the learning effects of teaching Cosmetology with 3D digital teaching materials. The major results od the study can be listed as follows: 1.Students perform better in learning from the instructor’s demonstration. 2.Learning with 3D digital teaching materials, students thinks that such materials help to keep the class order, memorize the massage seps, upgarde learning environment, and raise the confidence in passing the skill test. 3.Students think 3D digital teaching materials aid in understanding notes and learning the introduction to acupoints & the 15 steps of the face massage. Besides, students are satisfied with the sound effects of digital media. 4.Students think 3D digital teaching materials assists in practicing eye massage (pressing 5 points and the 8-shape step), forehead massage (the semicircle and double-U shape), nose & lip massage (pressing acupoints), cheek massge (straight-line around the part of the hand between the thumb and the index finger). 5.Students think the instructor’s demonstration facilitates learning and practicing eye massage (pressing 5 points and the 8-shape step), the massage on the lower part of the face (foreward: the V-shape, backward: using both thumbs only, and the upward movement ), forehead massage (straight-line and spiral), eye massage (the 8-shape step), nose & lip massage (pressing acupoints), and cheek massge (spiral). 6.Students are more satisfied with the instructor’s demonstration and practice than with using 3D digital teaching materials. 7.Students in the control group think that the factor of the individual’s average monthly income affects the learning of massage skills. And students in both of the experimental group and the control group all think the factor of residence locations affects the learning of massage skills. Except for the above-mentioned, it is not found that the students in both groups view their learning differently in the analyses of other personal background variables.