以Wordwall數位教學工具融入數學教學對技術型高中生學習動機與成就之影響－以新北市某校為例

Abstract

本研究以 Keller 所提出之 ARCS 動機模式為理論基礎，設計融入 Wordwall 數位教學工具之技術型高中數學課程，旨在探討其對學生學習動機與學習成就之影響。研究採準實驗設計，以新北市某技術型高中二年級商業與設計類群學生共 64 名為對象，分為實驗組與對照組，分別實施數位教學工具融入教學與傳統教學，教學主題涵蓋排列組合與機率單元，歷時七週。研究工具包括以 ARCS 模式編製之學習動機量表與學習成就前後測試卷，並輔以學生反思回饋問題蒐集質性資料。資料分析採用描述性統計、相依樣本t檢定及共變數分析及進行。研究結果顯示：(1) 實驗組學生在注意力、相關性與滿意度構面之學習動機顯著優於對照組，整體學習動機具有中度效果量（Partial η² = .326）；(2) 實驗組與對照組在學習成就後測成績未達顯著差異。研究結論指出，數位教學工具有助於提升學生學習動機，特別是在促進學習專注度與課程連結感方面成效顯著，然其對學習成就的直接影響尚不明顯，可能需仰賴更長期且系統性的數位教學實施與配套策略。同時，學生反思回饋亦顯示，多數受試者認為 Wordwall 教學活動具有互動性與趣味性，能有效降低數學焦慮與提升學習參與感。綜合而言，數位教學工具在提升學生學習動機上展現正向影響，但其對學習成就之影響應配合課程深度與教學品質持續優化。研究最後提出相關教學建議，包括教師應適度整合數位資源於課堂中，提升學生學習動機與自主學習意願，並強化教師數位教學能力之專業發展，提供教育實務工作者未來課程設計與教學應用之參考依據。This study uses the ARCS motivation model proposed by Keller as a theoretical basis and designs a technology-based high school mathematics course that incorporates the Wordwall digital teaching tool. The purpose is to explore its impact on students' learning motivation and learning achievement. The study adopts a quasi-experimental design. A total of 64 second-year business and design students from a technical high school in New Taipei City were divided into an experimental group and a control group. The digital teaching tool was integrated into the teaching and the traditional teaching was implemented respectively. The teaching topics covered permutations and combinations and probability units, which lasted for seven weeks. The researchtools included a learning motivation scale compiled based on the ARCS model and a pre- and post-test on learning achievement, supplemented by student reflection feedback questions to collect qualitative data. The data were analyzed using descriptive statistics, dependent sample t-tests, and covariance analysis. The results showed that: (1) the learning motivation of the experimental group was significantly better than that of the control group in the dimensions of attention, relevance, and satisfaction, and the overall learning motivation had a moderate effect size (Partial η² = .326); (2) There was no significant difference in the post-test scores of the experimental and control groups in learning achievement. The study concluded that digital teaching tools can help improve student motivation, particularly in fostering learning focus and a sense of connection to the curriculum. However, their direct impact on learning achievement is not yet evident and may require longer-term, systematic digital teaching implementation and supporting strategies. Student feedback also revealed that most participants found Wordwall teaching activities interactive and engaging, effectively reducing math anxiety and increasing learning engagement. Overall, digital teaching tools have a positive impact on improving student motivation, but their impact on learning achievement should be continuously optimized in line with curriculum depth and teaching quality. The study concluded with relevant teaching recommendations, including that teachers should appropriately integrate digital resources into the classroom to enhance student motivation and willingness to learn independently, and strengthen the professional development of teachers' digital teaching capabilities, providing a reference for future curriculum design and teaching applications for educational practitioners.