疫情期間聽覺障礙大專生參與實體團課與居家影片教學之有氧運動效益比較

Abstract

疫情期間影片教學是常見的運動教學方式之一。該教學方式有使用字幕及可依個人習慣播放的特點，能彌補聽覺障礙學生在課程中因課程設計不良，以及聽覺的隱性障礙(被忽略的挑戰)導致學習品質受損。目前相關研究都提倡良好質量的有氧運動有助於體能培養，且疫情期間許多有氧運動教學以功能性訓練動作為設計，使大眾可以在居家空間進行。目前國內共有1,067位聽覺障礙大專生，本研究希望比較實體團課及居家影片兩種教學方法在「運動強度」、「動作正確度」及「課程滿意度」之教學成效，並控制口罩一變因。故有以下研究問題：一、聽障大專生在相同課程內容下，戴口罩與否及透過不同教學方法進行有氧運動時，所達的心率及運動強度是否不同；二、聽障大專生在相同課程內容下，戴口罩與否及透過不同教學方法進行有氧運動之動作正確度是否不同；三、聽障大專生在相同課程內容下，戴口罩與否及透過不同教學方法進行有氧運動之課程滿意度是否不同。研究為準實驗設計，立意取樣滾雪球法招募受試者，依教學方法及口罩分為：實體口罩組、實體無罩組、居家口罩組及居家無罩組共21人。以無母數分析得出研究結果：居家無口罩受試者在劇烈運動強度分鐘數達顯著高於戴口罩受者；實體教學在「兩次側併步」顯著優於居家組；實體組在教學因素、學習效果因素及整體滿意度上，顯著優於居家組，事後分析居家口罩組在學習效果、空間因素及整體滿意度顯著低於實體組。根據上述結果得知：口罩會影響劇烈強度分鐘數；實體教學對聽障大專生的有氧運動教學較具有優勢；聽障大專生對實體教學滿意度較高，對居家影片教學及戴口罩的滿意度較差。本研究建議需更加留意戴口罩進行有氧運動的學生；影片教學在關鍵動作及訣竅上，建議以慢動作方式處理，實體教學則可提供明確指示；在不違反防疫規定下，建議以實體教學不戴口罩的方式進行教學。Video teaching is one of the common distance teaching methods for exercise courses due to the Covid-19 pandemic. Using captions and personalized playing mode are two major characteristics of this teaching method which can make up for the deducting quality of learning due to hearing challenges for students with hearing loss. Recent studies suggest that good-quality aerobic exercise is helpful for physical fitness. Designed home-based with functional training movements has rapidly grown and been provided during the epidemics. The study is intended to compare the learning effectiveness of the intensity of exercise, accuracy of movements, and satisfaction, in two teaching methods (face to face group and home-based video teaching) and face mask wearing. The differences of exercise intensity, accuracy of movements and satisfaction in two teaching methods and with/without wearing face masks are three research questions in the study. The study was a quasi-experimental design. Purposive snowball sampling were adopted to recruit 21 college students with hearing loss. Based on the teaching method and face masks, participants were divided into 4 groups, included the face to face with face masks (FFwF group), the face to face without face masks (FFoF group), the home-based with face masks (HBwF group), and the home-based without face masks (HBoF group).According to nonparametric analysis, the results were: HBoF group had significantly more minutes than HBwF group on the intensity of vigorous; FFwF and FFoF group had significantly better performance than HBwF and HBoF group on two-times shuffle steps. FFwF and FFoF groups had significantly higher scores in teaching factors, learning effectiveness factors and overall satisfaction than HBwF and HBoF groups. In addition, HBwF group had significantly lower learning effectiveness factors, space factors, and overall satisfaction than FFwF and FFoF groups in post-hoc analysis. The results show that: (1) wearing face masks affects the duration of vigorous, (2) face to face teaching is still a better teaching method for learning aerobic exercise, and (3) satisfaction has shown higher in face to face teaching and lower in home-based video teaching and wearing face masks for those college students with hearing loss. This study suggests that: (1) paying attention to students' status when they participate aerobic exercise wearing face masks, (2) the video shall process in slow motion and supply clear gestures in face to face teaching on key movement, and (3) without face masks on face to face teaching is still a better teaching method while complying epidemic prevention regulations.