電腦影像回饋策略在合作學習情境下對國小學童棒球學習成效學習動機與互動行爲之研究

The Effects of Video Feedback Strategies on Achievement Motivation and Interaction for Elementary School Students during Cooperative Learning Condition

陳榮章(Rong-Zhang Chen)

《運動與遊憩研究》 5卷2期 (2010/12) Pp. 86-99

https://doi.org/10.29423/JSRR.201012_5(2).0007

摘要

目的：探討電腦影像回饋策略在合作學習情境下對國小學童棒球學習成效學習動機與互動行爲的影響。本研究採立意取樣以臺南市三所推展樂樂棒球運動之國小共64人爲實驗對象。方法：爲實驗研究法，以獨立樣本t檢定和皮爾森(Pearson)積差相關推論相關性、以逐步回歸等統計探討相互之關係。本研究以隨機分派方式，將受試者分別接受電腦影像回饋組及教師回饋二種不同實驗處理。結果：電腦影像回饋在棒球學習成效上優於教師回饋。在學習動機方面，電腦影像回饋組教學後之整體學習動機皆高於教師回饋組。另外，電腦影像回饋對於學習動機與互動行爲的提升有幫助，但是人際間互動相對比教師回饋少。從電腦影像回饋組後測互動行爲與學習動機之迴歸分析得知，融入電腦影像回饋教學後，學童在心理互動對滿足感預測能力最強。結論：電腦影像回饋教學可有效提高學童之學習成效與學習動機上值得未來加強有效運動教育之參考。

關鍵字

回饋 ； 合作學習 ； 學習動機 ； 互動行爲

並列摘要

Purpose: To examine the effects of video feedback strategies on achievement learning motivation and interaction for elementary school students during cooperative learning condition. The participants were 64 students, a purpose sampling from three elementary schools which are promoting Tee Ball in Tainan City. Methods: An experimental method with one way t-test design and Pearson relationship. Participants were random assigned into two treatments (Video feedback and teacher feedback). Results: The Video feedback obviously is higher achievement than that of the teacher feedback. In motivational factor, students working group in Video feedback significantly outscored than that of the teacher feedback conditions. Video feedback group promote the better learning motivation and behavior interaction. However, Video feedback group exists a less interpersonal feedback than Teacher feedback. The data from the regression analysis that Video feedback group perform the best satisfaction in the student's mental interaction. Conclusions: The Video feedback with cooperative learning strategies to promote the higher achievement and learning motivation were an effective model for sport pedagogy.

並列關鍵字

Feedback ； Cooperative Learning ； Learning Motivation ； Interaction

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