網路輔助學習系統在動作技能教學上之應用

APPLICATION OF WEB AIDED LEARNING SYSTEM IN MOTOR SKILLS TRAINING

簡桂彬(Kuei-Pin Chien) ； 陳素芬(Su-Fen Chen) ； 林忠儀(Chung-I Lin)

《國立臺灣科技大學人文社會學報》 12卷1期 (2016/03) Pp. 1-24

摘要

目的：本研究目的在探討不同層級的網路輔助學習系統的使用行為對動作技能學習效能的影響，並同時探討系統期望效果、使用態度和社會影響等前置因素對系統使用行為之影響。方法：以107名網球課之大學生為對象，依授課班級為單位隨機分配為傳統教學組、高輔助學習組及低輔助學習組，再由相同教師進行每週2小時共18週之網球教學，高輔助學習組為傳統教學加上影音、動作回饋的網路學習系統，低輔助學習組為傳統教學加上圖文、討論功能的網路學習系統。最後依網路輔助學習系統之操作紀錄、網路輔助學習及技能學習效能問卷結果進行相關統計分析。結果：高輔助學習組在技能學習效能上顯著優於傳統教學組、低輔助學習組；高輔助學習組在網路輔助學習系統的期望效果對系統使用行為有正向影響關係。然後，網路輔助學習系統使用行為對技能學習效能有正向影響的關係。結論：靜態圖文的網路輔助學習並不能有效提升學習成果，而動態影音和高互動回饋的網路輔助學習有利於動作技能的學習效能，且網路輔助學習系統使用行為會正向提升學生在體育的技能學習效能。未來可針對網路輔助學習系統的前置影響因素再做進一步的探討，以及高層級的網路輔助訊息內容上進行分類與探究，以利在未來體育教學發展上有更多元且更有成效之教學。

關鍵字

網路輔助學習系統 ； 學習效能 ； 動作技能學習

並列摘要

Purpose: The purpose of this study was to investigate how different levels of web-aided learning affect students' training in motor skills and to explore the influence of expectation, attitude toward usage, and social norm on the use of webaided learning systems (WALSs). Methods: 107 college students who participated in three tennis classes served as participants. The classes were randomly assigned to the traditional, high web-aided, and low web-aided assist groups. All groups were taught by the same teacher, two hours a week, for eighteen weeks. In addition to the traditional teaching, the high web-aided group was assisted with a WALS that provided video clips and motor feedback information; whereas the low webaided group was assisted with a WALS that provided photos and chat room for discussion. The students' use record on the WALSs, expectation of the effects of the WALSs, attitudes toward the WALSs, peer influence, and perception of skill learning effectiveness were collected and analyzed. Results: The high web-aided group had performed significantly better than the traditional and low web-aided groups on skill learning effectiveness. Expectation had a positive effect on the use of the WALSs in the high web-aided group, but not in the low web-aided group. Moreover, the more they used the WALSs, the higher they experienced skill learning effectiveness. Conclusion: This study concluded that highly interactive web-aided learning not only benefits learning of subject matter knowledge, but also motor skills training in physical education. It also raises students' expectation effect. Implications and recommendations for future studies are provided.

並列關鍵字

web aided learning system (WALS) ； learning effectiveness ； motor skills training

參考文獻

朱良、李宣儀、林暐倫、李國通(2002)。學生背景對網路學習表現的影響。明志技術學院學報。34(1)，57-63。

江信億、陳伯儀、葉逸欣(2007)。應用多媒體科技融入游泳教學策略之探討。運動知識學報。4，129-134。

林建豪、張世聰(2012)。體育教學與數位學習之應用。中華體育季刊。26(2)，259-269。

張名安、陳五洲(2006)。網絡服務在體育上的應用與發展。大專體育。82，41-48。

梁聖儀(2003)。以合作學習為基礎的網路學習社群系統開發之研究—以國小簡易籃球為例(碩士論文)。國立體育學院。