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Title: 高中職學生互動式科技媒體發展及介入效果研究—性教育網頁遊戲「愛情相對論」之設計
Authors: 國立臺灣師範大學健康促進與衛生教育學系
Issue Date: 1-Mar-2003
Publisher: 臺北市 : 臺灣性教育協會
Abstract: 本研究主要目的在發展一套有效的互動式性教育網頁遊戲,並進一步探討其介入效果及學生對該網頁遊戲的評價o 本研究採平實驗設計之f實驗戶且對照組前測後測設計JJ '以北京某高中九個班的學生為研究對象,實驗組接受為期兩週的互動式性教育網頁遊戲教學介入,而對照組則不接受任何處理。研究工具為每填式結構問卷,經前後法'J資科比對後,扣除無效問卷,最後有效人數為3 1 4位(實驗組1 54位,對照組1 60位)。資料進行統計分析後,所得重要結果如下: 一、接受互動式性教育網頁遊戲教學介入後,實驗組學生在性知識、性態度、自我效能及行為意向上均有顯著提升。 二、接受教學介入後,在控制前測得分下,實驗組學生在性知識、性態度、及自我效能土均高於對照鈕,且達顯著差異水平,但在行為意向之得分上且在有提升,卻永遠顯著。綜合以上結論發況,一個結合社會認知理論、健康信念模式、理性行動論、社會行銷理論及溝通說服模式所設計的互動式性教育網頁遊戲教學介入是具有教育采效的O
The purposes of this study were to develop an effective interactive sex education web site among adolescence, to determine the effectiveness of the educational intervention, and to evaluate students' satisfaction about the internet game. Quasi-experimental design was used to explore the effects of the one-week campaign on senior high school students. One senior high school in Taipei was selected as the subject. There were 314 students who completed the pre-posttest questionnaires (154 students for the experimental group and 160 students for the contrast group). The pre-test was held before the intervention, and the post-test was held one week after the intervention. The results support the fact that the interactive sex education web site can produce a positive increase in students' knowledge about sex, sex-related attitude, and self-efficacy. Although the web site didn't influence students' behavior intention about sex, the mean scores of behavior intention in the posttest were better than the scores in the pretest, and also the differences were significantly in the experimental group. In conclusion, the interactive sex education web site is an effective tool. It suggests that health educators can work together with computer engineers and cartoonists together to create more effective and interesting sex education programs in the future. Besides, using of the health communication theory and social cognitive theory in planning interactive sex education programs do trigger off students' learning motivations.
ISSN: 1608-5787
Other Identifiers: ntnulib_tp_A0601_01_036
Appears in Collections:教師著作

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