智慧型手機結合虛擬實境輔助國中籃球教學之行動研究

Abstract

本研究目的在於探討教師於體育課程中，使用虛擬實境輔助籃球教學對於國中二年級學生的體育態度、認知及比賽表現上之差異情形，以及教師於行動研究歷程中的反思與成長。方法：採準實驗設計之不等組前後測設計，研究對象為研究者所任教之新北市某國中8年級2個班的學生，實驗組24位學生，實施虛擬實境輔助教學，控制組24位學生則實施一般傳統教學，進行為期8週共16堂體育課之籃球教學，質性部分使用半結構式訪談、教師反思札記、觀察紀錄、學習單，並進行開放性編碼，提取內容中的意義與觀點。結果：一、實驗組與控制組經過16堂教學後在體育態度上皆優於前測並達顯著差異，實驗組之體育態度明顯優於控制組，虛擬實境的輔助能提升學習興趣，並使能力較差與內向的學生能良好學習，以及促進班級運動及合作風氣。二、實驗組與控制組經過16堂教學後在認知測驗上皆優於前測並達顯著差異，實驗組之認知測驗明顯優於控制組，虛擬實境輔助教學能夠讓學生更能理解課程內容，及擁有個人化的學習模式。三、實驗組與控制組經過16堂教學後在比賽表現上皆優於前測並達顯著差異，實驗組之比賽表現明顯優於控制組，虛擬實境的輔助幫助學生能全盤的理解各項戰術，改變原本的打球模式，亦能促進與隊友間的合作。四、教師在研究歷程中的成長包含了科技應用技能大為提升、教師的課堂角色轉變、教師教育專業提升及擁有了行動研究的能力，能夠發現並修正解決教學問題。結論：虛擬實境輔助籃球教學能增進學生的體育態度及認知學習，並可以提升學生之比賽表現，實施的過程中靠著不斷的反思與修正，因此教師亦能吸收經驗並有所成長。

The purpose of this study was to explore teacher used virtual reality assisted basketball teaching, differences on attitude toward physical education, cognition and game performance for Junior High school students. Method: The experiment was conducted in the physical education courses in one Junior High school of New Taipei City .The participants were 8th graders with total number of 48 (n=48) from two classes. Participants were assigned to control group and experimental group. Participants in the experimental group were taught with virtual reality (N=24) and Participants in the control group were with conventional teaching methods (N=24). The period of experimental time was 8 weeks long, met two classes per week. Data collection included semi-structured interview, teacher observation records, teacher reflection journal and worksheet, by open coding method was used to analyze the qualitative datum. Result: First, the experimental group and control group after teaching has significant difference than before in attitude toward physical education. After analyzing control and experimental group, results reveal that experimental group was significantly higher than those of control group in attitude toward physical education. Second, the experimental group and control group after teaching has significant difference than before in cognition test. After analyzing control and experimental group, results reveal that experimental group was significantly higher than those of control group in cognition test. Third, the experimental group and control group after teaching has significant difference than before in game performance. After analyzing control and experimental group, results reveal that experimental group was significantly higher than those of control group in game performance.Fourth, Teacher's growth in the research process Including improved application capabilities of technology, Teachers’ role change in the classroom, Improved teacher education and have the ability to conduct action research, can find, correct and solve teaching problems. Conclusion: Conducting virtual reality as a technique to teach basketball not only can achieve better performance on students’ cognition and attitude, but also can improve game performance.