Classcraft融入混成學習對技術型高中機械力學課程學習動機與學習成效之影響
Abstract
本研究旨在探究Classcraft融入混成學習對技術型高中機械力學課程學習成效與學習動機影響的間接效果。以準實驗研究法之不等組前測及後測實驗設計，研究對象以某技術型高中二年級兩班學生，隨機分派其中一班為控制組，另一班為實驗組。實驗後研究結果顯示：一、學生接受Classcraft混成學習後，實驗組的機械力學課程成就測驗有顯著高於控制組得分；二、Classcraft混成學習能有效提高學習動機，並間接增強機械力學課程成就測驗。研究建議如下：一、技術型高中應增開教材數位化及資訊科技應用相關研習；二、教師教學課程設計應著重提升學生學習動機；三、教師應提高對Classcraft融入混成學習的應用與實踐。
This study aimed to explore the indirect effect of the integration of Classcraft into blended learning on the learning outcomes and motivation of technical high school mechanical mechanics courses. Using the quasi-experimental research method of unequal group pre-test and post-test experimental design, the research objects are two classes of second-grade students in vocational Senior High School, and one class is randomly assigned as the control group and the other as the experimental group. The results of the post-experiment study showed that: 1. After students accept Classcraft blended learning, the mechanical mechanic’s course achievement test of the experimental group is significantly higher than that of the control group; 2. Classcraft blended learning can effectively improve learning motivation, and indirectly enhance the mechanical mechanic’s course achievement test these research recommendations are as follows: 1. Technical high schools should increase the digitization of teaching materials and related studies on the application of information technology; 2. Teachers' teaching curriculum design should focus on improving students' learning motivation; 3. Teachers should improve the application and practice of Classcraf in blended learning.
This study aimed to explore the indirect effect of the integration of Classcraft into blended learning on the learning outcomes and motivation of technical high school mechanical mechanics courses. Using the quasi-experimental research method of unequal group pre-test and post-test experimental design, the research objects are two classes of second-grade students in vocational Senior High School, and one class is randomly assigned as the control group and the other as the experimental group. The results of the post-experiment study showed that: 1. After students accept Classcraft blended learning, the mechanical mechanic’s course achievement test of the experimental group is significantly higher than that of the control group; 2. Classcraft blended learning can effectively improve learning motivation, and indirectly enhance the mechanical mechanic’s course achievement test these research recommendations are as follows: 1. Technical high schools should increase the digitization of teaching materials and related studies on the application of information technology; 2. Teachers' teaching curriculum design should focus on improving students' learning motivation; 3. Teachers should improve the application and practice of Classcraf in blended learning.
Description
Keywords
Classcraft, 混成學習, 學習動機, 學習成效, Classcraft, blended learning, learning motivation, learning effectiveness