數位動畫對小六學童數常識發展之研究

本研究旨在探討國小六年級學童在數常識數位學習動畫下其數常識能力之改變情形。採混合研究法，選取南部某公立國小六年級學生共七班，分為動畫實驗組三班（90人）、繪本實驗組三班（90人）與對照組一班（30人），進行實驗。經過5節課不同學習模式後，研究發現：（1）動畫實驗組、繪本實驗組學生之後測表現均顯著優於對照組學生的表現；（2）在數常識各向度中，向度二動畫實驗組學生表現較佳；向度四繪本實驗組學生表現較好；（3）在答題比例上，動畫實驗組學生則同時在數常識提升與錯誤下降均獲得顯著差異；繪本實驗組在數常識的表現有提升，但錯誤比例未有改變；（4）在性別上，動畫實驗組男生在數常識後測的表現顯著優於繪本實驗組男生與對照組男生；動畫實驗組女生與繪本實驗組女生在數常識後測的表現皆顯著優於對照組女生的表現。但是動畫實驗組女生與繪本實驗組女生在數常識後測的表現則無顯著差異。

關鍵字

科技；動畫；數常識

並列摘要

A quasi-experimental method was used to examine the effect of the use of e-learning animations to the development of sixth-graders' number sense in Taiwan. Seven classes with 210 sixth graders from southern public elementary school were selected to participate into this study. Animation experimental group has 90 students (three classes), sketchbook experimental group has 90 students (three classes), and control group has 30 students (one class). After five class periods learning, the results show that posttests of both the animation experimental group and the sketchbook experimental group were significantly better than the control group. As for the five components of number sense, the posttest of the animation experimental group was significantly better than the control group in component 2, and the posttest of the sketchbook experimental group is significantly better than the control group in component 4. As for the correct ratio, the sketchbook experimental group was significantly better than the control group on number sense. Moreover, the animation experimental group was significantly better than the control group on number sense as well as the reduction of being incorrect. As for the gender variable, the girls' achievements of number sense were significantly better than the boys in the sketchbook experimental group, and the boys and girls in the animation experimental group displayed identically.