探討數位學習課程之介入對於高中職非法藥物學生之成效評估

Abstract

目的：本研究發展高中職學生戒除非法藥物使用之數位學習課程，並探討其成效。 方法：本研究採兩組前測、後測、後後測實驗設計，介入組為43 位學生，對照組為41位學生。介入組接受12週的主要課程及兩週的追加課程。以結構式問卷收集成效指標，包括壓力管理、拒絕技能，使用藥物之好處，使用藥物之壞處，抵抗藥物自我效能，以缐性混合模式分析各成效指標之差異。 結果：兩組在主要課程介入之後，在技能及認知變項方面皆無顯著差異。而在追加課程之後，介入組在壓力管理、拒絕技能、決策平衡（使用藥物之好處）和抵抗藥物自我效能等變項均有顯著優於對照組。介入組在追加課程之後，在壓力管理、拒絕技能與抵抗藥物自我效能得分均增加，在使用藥物之好處得分下降。且介入組之尿液檢測無呈現陽性反應者，表示數位學習課程之介入有其成效。 結論：本研究數位學習課程介入，對於高中職學生戒除使用非法藥物有顯著成效，顯示學生能接受3D動畫、影片及遊戲為特色之數位學習課程。Purpose: This study developed an e-learning course on illegal drug cessation among students in general and vocational high schools and discussed its effectiveness. Methods: A two-group experimental design of pre-test, post-test, and post-post-test was adopted. The intervention and comparison groups consisted of 43 and 41 students, respectively. The former group participated in a 12-week main program followed by a 2-week booster program. A structured questionnaire was employed to collect data about the effectiveness indicators including stress management, refusal skills, pros and cons of drug use, and drug use resistance self-efficacy. The linear mixed model (LMM) was used to analyze the inter-group differences in terms of each indicator. Results: After the main intervention program, the two groups displayed no significant difference in their skills and cognitive variables. After the booster program, the intervention group performed significantly better than the comparison group in stress management, refusal skills, decision balance (the pros of drug use), and drug use resistance self-efficacy; they also scored higher in stress management, refusal skills, and drug use resistance self-efficacy; however, they scored lower in the pros of drug use. In addition, results of a urine test for the intervention group yielded no positive responses, indicating the effectiveness of the e-learning intervention course. Conclusion: The e- learning intervention course developed in this study was substantially effective in driving illegal drug cessation among students in general and vocational high schools. The findings reveal that students are receptive to an e-learning course featuring 3D animation, videos, and games.