本研究之主要目的在探討平板電腦融入線上同步評量系統應用於成語教學對國小二年級學生學習成就與學習動機之影響。本研究採準實驗設計,以國小二年級兩班共五十位學生為研究對象,實驗組(25人)採線上同步評量(Kahoot)方式,控制組(25人)採用傳統紙筆評量方式,進行為期四週共四堂課的成語學習活動。實驗前、後兩組學生進行成語學習成就測驗,實驗結束後兩組學生再填寫「成語學習動機量表」,藉由相依樣本t檢定、獨立樣本t檢定等統計分析,比較兩組在學習成就與學習動機的差異,研究結果如下: 1.不同評量方式,對學生的成語學習成就有顯著差異,且實驗組優於 控制組。 2.相同能力水準的學生,在不同的評量方式下,高能力組學生的成語學習成就有顯著差異,且實驗組優於控制組。 3.相同能力水準的學生,在不同的評量方式下,低能力組學生的成語學習成就有顯著差異,且實驗組優於控制組。 4.不同評量方式,對學生的成語學習動機有顯著差異,且實驗組優於 控制組。 根據上述研究所得,研究者歸納結果,提出結論和建議,以供日後有志投身此領域的教師和未來研究者作參考。
The purpose of this study was to investigate the influences of integrating Tablet PC into online synchronous assessment system in idiom teaching on second graders’ learning achievement and learning motivation. This study adopted quasi-experimental research design.The subjects in this study were fifty students from two classes of second grade which were divided into the experimental group(twenty-five students) and the control group(twenty-five students). The experimental group used online synchronous assessment-Kahoot system,and the control group used traditional paper-and-pencil tests. Both of two groups participated idiom learning activities for four weeks.All subjects needed to take idiom learning achievement test before and after the experiment. At the end of the experiment, both of two groups take the measurement for idiom learning motivation scale. And the study analyzed the collected data by using the independent sample T test and the dependent sample T test to compare the differences between two group’s learning achievement and learning motivation. The results are as follows: 1. Different assessment methods have significant difference on students’ idiom learning achievement. And the experimental group is better than the control group. 2. For those students of the same level with the different assessment, there are significant differences in the idiom learning achievement for the high-level ability of students. And the experimental group is better than the control group. 3. For those students of the same level with the different assessment, there are significant differences in the idiom learning achievement for the low-level ability of students. And the experimental group is better than the control group. 4. Different assessment methods have significant difference on students’ idiom learning motivation. And the experimental group is better than the control group. The research conclusions provide some reference and suggestions for teachers and researchers who are interested in this field in the future.