| Summary: | 碩士 === 國立嘉義大學 === 數位學習設計與管理學系研究所 === 105 === This study aimed to explore the impact of online video instructional design on adult learners’ second language acquision. The Chinese language structure 把 (bǎ) sentence was targeted as the main content delivered to learners in this research. This study was guided by the following question: Is there any difference between instructor’s number and practice guide strategy in video learning on achievement , emotion, and flow experience? This is a one-way experimental design where the independent variable was the instructional design in four levels: 1) one instructor teaching with no practice guide, 2) one instructor teaching with practice guide, 3) two instructors teaching with no practice guide, 4) two instructors teaching with practice guide; the dependent variables were learner achievement, emotion, and flow experience. For second language learners participated in the study, and participants were randomly assigned into one of the four groups. The results showed no differences in learner achievement and emotion between these four vedios, but it showed significant differences in concentration, telepresence, and positive effects ( exciting, enjoyable, active, sociable, and relaxed). The two-instructor-teaching-with-no-practice-guide group performed best among all groups. The results could be reference for other educators for future work of instructional videos.
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