ARCS融入體驗式學習之學習活動中目標導向與教學策略對國小生電腦技能學習之影響

Abstract

本研究旨在探討ARCS融入體驗式學習循環對不同目標導向國小生學習電腦技能，在學習動機、學習滿意度與學習成效方面的影響。本研究對象為國小四年級共104位學生。ARCS融入體驗式學習循環之教學策略依教學模式的不同分為解說演示和引導探索兩種類型，目標導向依照目標導向量表得分將學習者分為學習目標、表現目標兩組，學習者於教學實驗前接受測量。研究結果顯示：一、學生接受ARCS融入體驗式學習循環之教學模式，對於電腦簡報製作課程之學習動機有良好表現；二、學生對於ARCS融入體驗式學習循環之教學活動設計皆持有正向之學習滿意度表現；三、解說演示教學能增進國小四年級學生的電腦技能學習成效表現。

The purpose of this study was to examine the effects of instructional strategies and learners’ goal orientation on elementary school students’ motivation, satisfaction and learning performance within an ARCS integrated experiential learning activity. A quasi-experimental research design was applied in the study with the independent variables of goal orientation, including learning-goal and performance-goal, and instructional strategies, including expository presentation and guide exploration. The participants were grouped into two different goal orientations based on their pretest scores. The results revealed that: (a) the implementation of experiential learning cycle with ARCS model was helpful to learners’ learning motivation; (b) the appropriateness of content and instructional strategies facilitated learners’ learning satisfaction; and (c) expository presentation enhanced students’ learning performance. Recommendations about instructional design with information and technology communication were also provided for the future relevant studies.