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Title: 數位學習環境與教學模式對高中生單極馬達實驗學習成效與動機之影響
The Effects of Digital Learning Environment and Instructional Approach on Senior High School Students’ Performance and Motivation toward Homopolar Motor Experiment
Authors: 陳明溥
Chen, Ming-Puu
Shih, Po-Hao
Keywords: 擴增實境
Augmented Reality
instructional strategy
digital simulation
physics experiment
Issue Date: 2017
Abstract: 本研究透過實驗教學探討數位學習環境與探索式教學模式對學習者在單極馬達實驗的學習成效與學習動機之影響。本研究之對象為高中一年級學生,有效樣本105人。研究設計採因子設計之準實驗研究,自變項為「數位學習環境」及「教學模式」,數位學習環境依照環境的不同分為「擴增實境」及「數位模擬」;探索式教學模式依照探索方式不同分為「先探索後學習」(Play-Learn)及「先學習後探索」(Learn-Play)。依變項為單極馬達實驗之學習成效(知識理解、知識應用)及學習動機(價值面向、期望面向)。 研究發現:在學習成效方面,(1)就知識理解成效而言,使用「數位模擬學習環境」的學習者在單極馬達實驗的學習表現優於使用「擴增實境學習環境」的學習者;(2)就知識應用成效而言,在「擴增實境學習環境」下,學習者使用「Learn-Play教學模式」其知識應用表現優於「Play-Learn教學模式」;而在「數位模擬學習環境」時,學習者使用「Play-Learn教學模式」的知識應用表現優於「Learn-Play教學模式」。在學習動機方面,(3)不同數位學習環境與教學模式下的學習者皆抱持正向的學習動機;而且(4)使用「擴增實境學習環境」及「Play-Learn教學模式」的學習者有較高的學習動機。
The purpose of this study was to investigate the effects of different digital learning environments and instructional approaches on senior high school students’ performances and motivation toward the learning of homopolar motor experiment. The participants were the tenth graders and the effective sample size was 105. A quasi-experimental design was employed and the independent variables were type of digital learning environment and instructional approach. The digital learning environments included augmented reality and digital simulation while the instructional approaches involved Play-Learn and Learn-Play. The dependent variables were the students’ learning performance and learning motivation. The results revealed that: (a) for knowledge comprehension performance, learners in the group of digital simulation outperformed the learners in the group of augmented reality; (b) concerning the knowledge application, the learners in the group of augmented reality using Learn-Play approach outperformed the learners using Play-Learn approach; while in the group of digital simulation, the learners using Play-Learn approach outperformed the learners using Play-Learn approach; (c) with respect to the learning motivation, all participants showed positive motivation toward the employed learning environments; and (d) in particular, learners in the group of augmented reality revealed higher degree of motivation toward the participation and learners using Play-Learn approach presented higher learning motivation.
Other Identifiers: G060208020E
Appears in Collections:學位論文

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