行動科技使用安全教育介入對幼兒園學童及其家長的影響

Abstract

本研究旨在探討行動科技使用安全教育介入對幼兒園學童與家長的行動科技使用安全之知識、風險感知、管教效能、預防行為之影響。本研究為準實驗設計，以107學年度新北市三所國民小學附設幼兒園學童及家長為研究對象，共完成調查105對親子，實驗組51對親子，對照組54對親子。實驗組幼兒園學童進行四堂40分鐘的行動科技安全使用安全教育介入，家長再透過學習單、線上電子資源等與幼兒一同學習；對照組則不接受介入，統計方式採 GEE 分析。 結果發現，行動科技使用安全教育介入可顯著提升幼兒園學童行動科技使用安全知識、風險感知、自我效能和預防行為，及家長對幼兒行動科技使用安全之知識。建議幼兒園可推動行動科技使用安全教育介入以強化學童的數位素養與家長的管教。The present study developed the mobile technology safety use educational intervention and examined the effects on preschool students’ and their parents’ knowledge, risk perception, self-efficacy, and preventive behaviors. This study used quasi-experimental design. Participants were preschool students and their parents from three preschools in New Taipei city. In 2018, a total of 105 parent-child dyads (51 parent-child dyads in the experimental group and 54 parent-child dyads in the control group) completed pre and post questionnaire. The experimental group students received 40-minute lessons for four weeks, while their parents received worksheets of parent-child activities and online parenting resources. The control group students received routine curriculum. The results indicated that the mobile technology safety use educational intervention increased preschool students’ knowledge, risk perception, self-efficacy, and preventive behaviors, while the intervention also improved parents’ knowledge. This study suggests that preschools could implement the mobile technology safety use educational intervention to enhance preschool students’ digital literacy and parental mediation.