多媒體電腦輔助教學對國中小學生學習動機影響之研究－以教育部健康醫學學習網為例

Abstract

資訊科技已逐漸成為體育教學的一部份，然而多媒體電腦科技在體育教學上的應用仍不多見。為了讓學生得到人文素養與資訊科技知能均衡的發展，教育部建構了健康醫學學習網。本研究的目的在探討不同的多媒體電腦輔助教學模式對學生學習動機的影響。本研究將以實驗法進行，實驗組以多媒體電腦輔助教材融入健康與體育領域教學，控制組則無多媒體電腦輔助教材融入。在教學實施過後針對教師進行深度訪談，並使用問卷調查法瞭解學生的學習動機，再進行歸納與分析。研究結果結果發現在實施多媒體電腦輔助教學後，在健康與體育領域三個學習階段，實驗組的學習動機後測成績皆顯著高於前測。在學習動機四要素方面，第一階段實驗組的學生專注力與自信心均顯著高於控制組，關聯性與滿足感之差異未達顯著水準。第二階段實驗組的專注力、關聯性及自信心三要素均顯著高於控制組，唯滿足感之差異未達顯著水準。第三階段實驗組的專注力、關聯性與自信心三要素均顯著高於控制組，唯滿足感之差異未達顯著水準。建議教師計畫課程時，可將多媒體電腦輔助教材融入教學，以提高學生的學習動機，並培養師生使用教育部健康醫學學習網的能力，以達到最佳的學習成效。Computer technology has become an integral part of physical education.The purpose of this study was to investigate that the computer assisted instruction (CAI) in Physical Education impact on students’ learning.The curriculum of design group followed the guideline of the health and physical education learning areas and CAI.On the other hand, the control group was applied traditional instruction. The questionnaire measured the students’ learning motivation. The results showed there were significant difference between the design and control groups on learning motivation, attention, and confidence from grade 1 to 3, but there was non significant difference on relevance and satisfaction. There were significant difference between the design and control groups on learning motivation, attention, relevance, and confidence from grade 4 to 6, but there was non significant difference on satisfaction. There were significant difference between the design and control groups on learning motivation, attention, confidence, and satisfaction from grade 7 to 9, but there was non significant difference on relevance. The suggestion from this study to teachers was to integrate CAI into curriculum design to improve students’ learning motivation and learning achievement.