AIGC 기술 협업 환경에서 애니메이션 학습 행동 및 고차원적 사고력 개발에 관한 연구 = Research on Animation Design Learning Behavior and Higher-Order Thinking Skills Development in AIGC Technology Collaborative Environment

목차 (Table of Contents)

• Chapter 1 Introduction 1
• 1.1 Research Background 2
• 1.2 Research Questions 6
• 1.3 Research Process and Methods 9
• 1.3.1 Research Process 9
• 1.3.2 Research Methods and Tools 12
• 1.4 Research Significance 14
• 1.4.1 Research Innovations 15
• 1.4.2 Research Significance 17
• Chapter 2 Literature Review and Theoretical Basis 19
• 2.1 AIGC Technology and Animation Design 20
• 2.1.1 AIGC Enhances Animation Content Production Efficiency 22
• 2.1.2 AIGC Promotes Diversity in Animation Production Models 24
• 2.2 Educational Technology and Learning Behavior 26
• 2.2.1 The Intersection of AI and Education 26
• 2.2.2. Technology Reshapes Teaching Strategies and Learning Behaviours 29
• 2.3 Core Concepts and Theoretical Foundation 32
• 2.3.1 Core Concepts 32
• 2.3.2 Theoretical Foundation 37
• Chapter 3 Animated educational user AIGC tool collaborative experience and configuration effect analysis 41
• 3.1 Educational User Interviews 42
• 3.1.1 Data Collection 42
• 3.1.2 User Journey Map 46
• 3.2 Methods（NCA and fsQCA ) 50
• 3.3 Analysis of Influencing Factors 53
• 3.3.1 Technical Factors 53
• 3.3.2 Environmental Factors 55
• 3.3.3 Personal Factors 57
• 3.4 Data Collection 60
• 3.4.1 Instrument 60
• 3.4.2 Participants and Data Collection 63
• 3.4.3 Reliability and Validity Analysis 64
• 3.5 Data Results 66
• 3.5.1 Data calibration 66
• 3.5.2 Necessary Condition Analysis (NCA) 67
• 3.5.3 Robustness Testing 71
• 3.6 Configurational Path Analysis 71
• 3.6.1 Configurational Analysis of High Continuance Intention 73
• 3.6.2 Configurational Analysis of Low Continuance Intention 75
• 3.6.3 Discussions 77
• Chapter 4 Analysis of Higher-Order Thinking Characteristics in Animation Design 80
• 4.1 Analysis of Higher-Order Thinking Structure 81
• 4.2 Characteristics of Higher-Order Thinking in Animation Design Learning and Creation Activities 82
• 4.3 Summary of Higher-Order Thinking Characteristics in Animation Design 83
• 4.4 Construction of the Hypothetical Model of Influence Relationships 84
• 4.4.1 Stimulus-Organism-Response (SOR) Theoretical Model 84
• 4.4.2 Research Hypotheses 85
• 4.5 Critical Variables in the Hypothetical Model 86
• 4.5.1 Antecedent Variable: AIGC Technology Adoption (AITA) 86
• 4.5.2 Mediating Variables: Intrinsic Motivation (IM), Self-Efficacy (SE), Metacognitive Ability (MA) 87
• 4.5.3 Moderating Variable: Learning Environment Support (LES) 88
• 4.5.4 Dependent Variable: Higher-Order Thinking Skills (HOTS) 89
• Chapter 5 Empirical Research on Higher-Order Thinking Skills in Animation under AIGC Collaborative Scenarios 90
• 5.1 Course Preparation 91
• 5.1.1 Experimental Objectives 91
• 5.1.2 Experimental Courses 92
• 5.1.3 Implementation Process Planning 93
• 5.1.4 Participant Preparation 93
• 5.2 AIGC Tool Selection and Workflow Integration 94
• 5.2.1 Creative Workflow 94
• 5.2.2 Traditional Technology Environment 95
• 5.2.3 AIGC Tool Selection and Collaborative Environment Design 97
• 5.3 Structured Learning Activity Design 99
• 5.4 Experimental Results 101
• 5.4.1 Data Collection and Analysis 102
• 5.4.2 Data Analysis Results 103
• 5.5 Conclusions and Implications 109
• Chapter 6 Optimization and Strategy Adjustment of the AIGC Collaborative Framework 111
• 6.1 Anchored Teaching Strategy with Deep Technological Engagement 112
• 6.1.2 AIGC Digital Resources as Carriers of the Animation Higher-Order Thinking Development Process 114
• 6.1.3 Integrated Learning Framework with Task-Driven, Feedback-Oriented, and Resource-Supported Design 115
• 6.2 Course Reflection and Teaching Improvement with AIGC Collaboration 115
• 6.3 Activity Design and Implementation Strategy Under AIGC Collaboration 117
• Chapter 7 Conclusion 119
• 7.1 Research Conclusion 120
• 7.2 Research Shortcomings and Prospect 121
• 참고 문헌 123
• 국문 초록 136