Translated Titles

The Analysis and Effectiveness on After-School Math Tutorial Using the Mobile Communications Software LINE



Key Words

智慧型手機 ; LINE ; APP ; 通訊軟體 ; 混成學習 ; 成效 ; 媒介豐富性 ; smart phone ; Line ; APP ; Communication software ; Blended learning ; Learning achievement ; Media richness



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Chinese Abstract

根據愛立信(Ericsson)2015年發佈的行動報告,2015年第一季,全球行動用戶普及率達到 99%,截至2014年全球行動用戶數為71億,2015 年第一季手機銷售總量中,智慧型手機大約占總銷售量 75%,全球現有手機用戶中,大約 40% 為智慧型手機,至2014年統計,全球使用智慧型手機數量約為26億。 隨著智慧型手機的普及以及使用者年齡層的逐步下降,加上多年的教學經驗觀察,研究者發現,現代的高中學生幾乎每個人都至少擁有一支智慧型手機,並且充分了解各類手機軟體應用程式的功能及使用方法。 在智慧型手機尚未研發之前,人們利用電腦上的通訊軟體,如MSN、Skype、ICQ等軟體進行溝通,最早期電腦通訊軟體必須在使用者雙方皆為上線的狀態下才可溝通,確實有許多不便之處,後來各家廠商發展出離線訊息的功能,以減少溝通上的阻礙。而LINE軟體便是仿效了以上通訊軟體,應用於智慧型手機上,提供現代人更有效率的溝通方式。 本研究以混成學習為主要理論基礎,配合實驗研究及行動研究方法,旨在探討智慧型手機通訊軟體LINE,應用於高職學生數學科課後學習輔導之成效。 研究首先以個人教學經驗及次級資料分析,找出研究問題及設計架構,接著以隨機訪談、問卷調查,將研究者授課的四個班級學生,選取同科別的兩個班級,設定其中一班為控制班,另外一個班級做為實驗班進行調查。 本研究之研究母體為高職部商科一年級學生,有效樣本91人,經過EXCEL做資料分析比對後,本研究得到下列幾項結論: 一、透過智慧型手機通訊軟體應用程式(LINE)的操作,學生學習成效較優於 一般傳統教學成效。 二、使用應用程式(LINE)的操作,能提供學生更多元的課後輔導方式。 三、使用通訊軟體應用程式(LINE)的操作,能讓學生更即時的獲得解惑。

English Abstract

Smart phone ownership is getting more and more common nowadays. By 2014 , there are 2.6 billion smartphone subscriptions globally. The user’s age is also decreasing. With my work experience teaching at high school for so many years, I noticed that almost every student has owned at least one smart phone, and can use it with confidence with vast knowledge of all kinds of APPs and software. Before smart phone was invented, people used to communicate with each other via communication software like MSN、Skype、ICQ etc…on their personal computer. During the earlier stages communicating with those software are not convenient as users need to be all online to interact with each other. Later on, a new function called “offline message” was added, making communication easier. The most common smart phone APP “Line” works in a similar manner to those PC communication software and this made interpersonal communication more effective. This thesis based on “Blended learning”, used “Experimental approach” and “Action research methods” to analyze the effectiveness of after-school math tutoring with the APP “Line”. The study’s conclusion is that 1. The use of APP “Line” for after-school math tutoring did help students study better; 2.”Line” provided many sources of teaching approaches; 3.”Line” can overcome time and space restriction, offering tutoring instantly.

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理學院 > 應用數學系所
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Times Cited
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