一對一數位學習對國小學童專注力與學業成就之影響

The Impacts of One-to-One Technology Enhanced Learning on Elementary Students' Concentration and Academic Achievement

歐陽誾(Yin Ouyang)

《教育學誌》 35期 (2016/05) Pp. 1-44

摘要

本研究旨在探討一對一數位學習對國小學童專注力與學業成就的影響情形。本研究採不等組前後測實驗設計之方式，研究對象為國小兩班56位五年級學生，其中一班為實驗組，進行一對一數位學習，另一班為控制組，進行一般教學，共進行十週的實驗教學。研究結果發現：(1)在一對一數位學習環境下，實驗組學生在專注力的表現優於控制組學生。顯示實驗組學生在一對一數位學習環境下，專注力並不受科技影響，能維持正常表現。(2)實驗教學後，兩組學生在國語科及數學科成就測驗之得分並無顯著差異，顯示採用新興科技融入教學，如果運用得當，仍可維持一般教學的學習成效，對於學生學習並無負面影響。(3)整體而言，學生對於一對一數位學習在教學內容、教學方法及平板電腦的使用均持滿意的態度。

關鍵字

一對一數位學習 ； 專注力 ； 學業成就 ； 國小學童

並列摘要

The purpose of this study was to investigate how technology can affect students' concentration and academic achievement in the environment of one-to-one technology enhanced learning. The subjects were fifty-six 5th graders who were divided into the experimental group and control group. The experimental group participated in one-to-one technology enhanced learning, and the control group took the traditional teaching. The experiment was last for ten weeks. The main findings were including that (1) the concentration scores of the experimental group were higher than the control group. It means that students in the experimental group can keep their concentration under the environment of one-to-one technology enhanced learning through the whole experimental period. (2) Both groups have no significant differences on the scores of Mandarin and Math Achievement Tests. (3) Students in the experimental group reported that they satisfied with the one-to-one technology enhanced learning.

並列關鍵字

one-to-one technology enhanced learning ； concentration ； academic achievement ； elementary school students

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