比較多媒體輔助教學與傳統教學對大學生學習動機之探討

A Comparative Study of Multimedia Assisted Instruction and Traditional Instruction on College Students' Learning Motivation in Table Tennis Class

盧秋如(Chiu-Ju Lu) ； 石國棟(Kuo-Tung Shih) ； 陳嘉弘(Chia-Hung Chen) ； 何國龍(Kuo-Lung Ho)

《北體學報》 14期 (2006/12) Pp. 48-59

https://doi.org/10.6167/TPEC/2006.14.5

摘要

本研究旨在探討並比較多媒體輔助教學法與傳統教學法對大學學生學習桌球之學習動機影響，以宜蘭某大學九十三學年度上學期體育課興趣選項桌球組學生為研究對象。多媒體輔助教學組學生44人進行多媒體輔助教學影片及桌球動作技能教學。傳統教學組學生43人只以桌球動作技能教學。本研究根據ARCS學習動機量表之前、後測所得資料經統計分析處理後，多媒體輔助教學組與傳統教學組在學習動機之結果如下：
一、多媒體輔助教學組經實驗教學後，其後測之學習動機、專注力、自信心及滿足感均高於前測，且達顯著差異；惟學習動機之關聯性認知因素未達顯著差異。
二、傳統教學組經實驗教學後，其後測之學習動機、專注力、自信心及滿足感均高於前測，且達顯著差異；惟學習動機之關聯性認知因素未達顯著差異。
三、兩組學生經實驗教學後，多媒體輔助教學組之學習動機、專注力、自信心及滿足感均高於傳統教學組，且達顯著差異；惟學習動機之關聯性認知因素未達顯著差異。

關鍵字

多媒體輔助教學 ； 桌球 ； 學習動機

並列摘要

The purpose of this research was to examine and compare the impact of two different training methods: multimedia assisted instruction (MAI group) and traditional instruction (TI group) on students' learning motivation in table tennis class. Two undergraduate table tennis sessions were selected which were offered in the Fall semester of 2005 at a University in I-Lan County as a sample. One session was randomly assigned to be trained by using MAT group and the other session is by TI group. There were 44 college students in the MAI group and 43 college students in the TI group. The ARCS Learning Motivation Scale was conducted in the pre-test and post-test. Basically, four findings are observed.
1. First, for MAI group, motivation, attention, confidence, and satisfaction of students were significant higher between the pre-test and post-test. However, the relevance perception about motivation was not significant in the pre-test and post-test.
2. Second, for TI group, motivation, attention, confidence, and satisfaction of students were significant higher between the pre-test and post-test. However, the relevance perception about motivation was not significant in the pre-test and post-test.
3. Students in the MAI group perform significantly better in the four factors, i.e., motivation, attention, confidence, and satisfaction. Nevertheless, the relevance perception about motivation was not significant between groups.

並列關鍵字

Multimedia Assisted Instruction ； Table Tennis ； Learning Motivation

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