本研究是以設計及製作初級兒童華語印尼語雙語教學影片，影片設計主要的目的是創造出有特色、有趣、豐富內容，並具有吸引力的教學影片，輔助實體課程教學，達到學習成效。教學影片的主角是由研究者的五歲的女兒扮演，因為女兒的華語及印尼語說得很流利及標準，加上她本身的格性很外向及活潑，由她來當主角拍攝初級兒童的華語印尼語雙語教學影片非常適合。在研究過程中也發現這個經歷成為我們母女「親子共同共學的創造」，除了可以用來教學祝福學習者以外，這也將是我與女兒姜好的回憶。

透過多媒體理論與兒童華語教學理論文獻資料的了解，以及對於YouTube平台已有的兩部印尼母語初級華語教學影片「水果」及「食物與飲料」主題進行分析，規劃建立華語教學頻道，運用研究者大學所學（多媒體設計），進行影片設計、拍攝與剪輯製作，將成品上傳頻道，並使用評量分析影片，以及安排融合於研究者的初級兒童華語課程中，進行教學與研究，課程結束後透過學習者家長的問卷回饋進行分析。

經歷本次的研究發現，內容清楚及具有趣味性的教學影片，可以更吸引兒童的注意力及增強學習成效。運用教學影片的標準評量拍攝製作教學影片，可以使教學者製作出更優良的教學影片。將教學影片設計融入課程教學，可以引導教學者反思與改進，提升個人的教學品質及能力。

This research is used to design and produce a bilingual Chinese-Indonesian instructional video. The main objective of this instructional video is to produce a video with distinctive qualities, engaging, rich content, and attention-grabbing virtues that facilitate learning and increase learning effectiveness. The researcher's daughter serves as the main character in this instructional video. Considering, this girl speaks Chinese and Indonesian fluently and precisely, and she has an outgoing and lively personality, she is an ideal choice for the role in this bilingual Chinese-Indonesian instructional video. During the course of this research, it is discovered that this effort evolved into a shared learning and invention that, in addition to being able to bless those who are learning languages, also serves as a lovely memory for the researcher and her own daughter.

Through the use of multimedia theory, data collecting and definition theory for Chinese language education, and analysis of videos currently available on the YouTube platform, specifically Chinese beginner level learning videos for Indonesians with the themes of "fruit" and "food and drink," The process of compiling and creating a chinese learning YouTube channel involves using the expertise of undergraduate researcher majoring in multimedia design to design, shoot, and edit videos. The resulting instructional videos are then uploaded to the YouTube channel, and through standardization of making videos, the researcher conduct video analysis. As well as, the researcher applies her own instructional videos to teach in her basic Mandarin class, that she carries out learning and research, and after the teaching and learning process is complete, the researcher distributing feedback forms to the student parents’ and doing analysis afterwards.

In accordance with this study's findings, instructional video that has precise and engaging content consistently grabs children' attention and improves learning efficiency. Using standardization while creating instructional videos can improve the quality of the work. The instructional videos that we produce and incorporate into the teaching and learning process can prompt us as teachers to reflect and improve the quality of our teaching and our abilities.

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