多媒體輔助教學對大專生八式太極拳學習效果之影響

Investigation of multimedia-assisted Instruction on 8-movement Taijiquan's Learning Effects for the College Students

藍孝勤(Hsiao-Chin Lan) ； 王炫智(Hsuan-Chih Wang) ； 陳五洲(Wu-Chou Chen)

《體育學報》 43卷3期 (2010/09) Pp. 109-125

https://doi.org/10.6222/pej.4303.201009.1008

摘要

Purpose: This study was to investigate the learning effects brought by different multimedia-assisted instruction for 8-movement Taijiquan. Methods: 54 participants were categorized into three levels from high to low grades based on their score of pre-test, which accordingly the participants would be randomly divided into three groups: traditional instruction group (TI group), 2D video group (2D group), and 3D animation group (3D group). The participants took the post-test after each time course and eight-week experiment course. Results: 1. The skill performances of the 3D group in lou si ao bu was better than the TI group (F=4.01, p＜.05), in ye ma fen zong was better than the 2D group (F=4.39, p＜.05), in yun shou (F=7.60, p＜.05) and lan cyue wei (F=7.66, p＜.05) were better than the TI group and the 2D group. 2. The self-conscious learning effects of the 3D group in skill domain was better than the TI group (F=3.71, p＜.05), in affective domain was better than the TI group and the 2D group. (F=7.27, p＜.05). 3. The 3D group had less learning problems and gained more learning interest than the TI group and the 2D group, because it can be viewed from different angles, and creates a more interesting way of practice and a more spontaneous rhythm that could be controlled by the subjects of 3D group. Conclusion: The 3D animation-assisted instruction was able to improve the learning effects of 8-movement Taijiquan. The future study was suggested to focus on the network learning resources of 2D video and 3D animation, aiming to explore the network learning behaviors and effects of multimedia-assisted instruction on Taijiquan for the college students after class.

關鍵字

電腦輔助教學 ； 養生運動 ； 動作技能學習 ； 3D動畫

並列摘要

Purpose: This study was to investigate the learning effects brought by different multimedia-assisted instruction for 8-movement Taijiquan. Methods: 54 participants were categorized into three levels from high to low grades based on their score of pre-test, which accordingly the participants would be randomly divided into three groups: traditional instruction group (TI group), 2D video group (2D group), and 3D animation group (3D group). The participants took the post-test after each time course and eight-week experiment course. Results: 1. The skill performances of the 3D group in lou si ao bu was better than the TI group (F=4.01, p＜.05), in ye ma fen zong was better than the 2D group (F=4.39, p＜.05), in yun shou (F=7.60, p＜.05) and lan cyue wei (F=7.66, p＜.05) were better than the TI group and the 2D group. 2. The self-conscious learning effects of the 3D group in skill domain was better than the TI group (F=3.71, p＜.05), in affective domain was better than the TI group and the 2D group. (F=7.27, p＜.05). 3. The 3D group had less learning problems and gained more learning interest than the TI group and the 2D group, because it can be viewed from different angles, and creates a more interesting way of practice and a more spontaneous rhythm that could be controlled by the subjects of 3D group. Conclusion: The 3D animation-assisted instruction was able to improve the learning effects of 8-movement Taijiquan. The future study was suggested to focus on the network learning resources of 2D video and 3D animation, aiming to explore the network learning behaviors and effects of multimedia-assisted instruction on Taijiquan for the college students after class.

並列關鍵字

computer-assisted instruction ； regimen exercise ； motor skill learning ； 3D animation

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