即時回饋機制對學生學習專注力影響之研究

Using Timely Feedback to Enhance the Concentration in College Students

林凱胤(Kai-Yin Lin)

《科學教育學刊》 22卷1期 (2014/03) Pp. 87-107

https://doi.org/10.6173/CJSE.2014.2201.04

摘要

專注力為影響學習成效諸多關鍵因素之一，但學生在課室中專注力狀態之相關實徵性研究尚非足夠；故本研究運用教室回饋系統（Classroom Response System，CRS）中之即時回饋機制，並結合3A策略（arousing Attention，Asking question，Adaptive teaching strategies）來探究學生學習專注力的變化；本研究以某健康護理學院修習計算機概論的二專美容科一年級46位學生為研究樣本，以單組前後測方式進行為期五週的實驗教學，在實驗前後，分別施測「課室學習環境中學生學習專注力量表」（林玉雯、黃台珠、劉嘉茹，2010）。研究結果指出：1.即時回饋機制用於學生學習專注力的提升是一個可行的方式；2.學生在專注力整體表現後測結果也優於前測，特別是在專注力容量、意識及持續三個向度達到顯著差異；3.學生對教室回饋系統融入教學持正面評價。

關鍵字

即時回饋 ； 專注力 ； 教室回饋系統

並列摘要

Attention is the key factor for effective learning. However, there are only a few empirical researches in this field. Therefore, this research was expected to integrate timely feedback of Classroom Response System (CRS) and 3A strategies (arousing Attention, Asking question, Adaptive teaching strategies) to explore its impact on students' attention. This study is a quasi-experimental design research. It was a five-week experimental lesson focused on computer development and the basic structure of a computer. The participants were elected by purposeful sampling. 46 students in Department of Beauty agreed to participate in this study. Before and after the experimental lesson, scales were given to measure these students' understanding on computer science issues and their attention conditions. The results suggested that: 1. It's worth doing to apply CRS in classroom teaching for promoting students' attention. 2. After applying CRS in classroom teaching, the results showed that students' attention was better than before CRS activities were carried out in many aspects. It is especially in Concentration Capacity, Concentration Consciousness, and Concentration Duration all had reached a significant level. 3. The students in the experimental group had positive views towards adopting CRS into their courses.

並列關鍵字

Timely Feedback ； Concentration ； Classroom Response System

參考文獻

林玉雯、黃台珠、劉嘉茹(2010)。課室學習專注力之研究─量表發展與分析應用。科學教育學刊。18(2)，107-129。

林凱胤(2013)。教室回饋系統對護專學生資訊安全素養、學習動機的影響。科學教育研究與發展。67，23-50。

林凱胤、楊宜真(2012)。無線教室回饋系統融入護專藥理學課程之初探。醫護科技期刊。14(1)，69-82。

林鋐宇、周台傑(2010)。國小兒童注意力測驗之編製。特殊教育研究學刊。35(2)，29-53。

高台茜(2006)。打造網路教室的學習鷹架：從理論、設計、到實踐。臺北市:高等教育。