以電腦影音多媒體介入體育課教學後對學生體育課學習動機之影響

The Effectiveness of Multimedia Computer-Assisted Instruction on Learning Motivation of Elementary Physical Education

黃美瑤(Mei-Yao Huang) ； 楊宗文(Tsung-Wen Yang) ； 周建智(Chien-Chih Chou)

《休閒研究》 1卷2期 (2009/08) Pp. 1-16

https://doi.org/10.29518/LS.200908.0001

摘要

電腦影音多媒體在教育與教學上運用是一項重要的創新，電腦影音多媒體教學方式可有效的維持學習者在滿足好奇心之後仍能維持其學習動機。因此，本研究主要目的在以電腦影音多媒體介入體育課教學後對學生體育課學習動機之影響。本研究對象包含兩所台北區國民小學學校五年級四個班級的學生(n=120)及二位合格教師與二位協同教師，其中一所學校兩個班級的學生(n=60)爲實驗組，而另外一所學校兩個班級的學生(n=60)爲對照組。實驗組之體育課程提供整套的電腦影音多媒體輔助教學與國小動作技能遊戲課程。對照組之體育課以傳統式教學及國小動作技能遊戲課程爲主。實驗進行爲期6週。本研究之前後測施以ARCS體育課學習動機量表。根據前後測所得資料進行統計分析，其研究結果發現：一、實驗組經電腦影音多媒體輔助教學，學習動機有顯著的提升，其中後測的學習動機中專注力、關聯性與自信心皆高於前測，唯滿足感未達顯著差異。二、對照組學生前後測的學習動機中之專注力、相關性認知、自信心及滿足感的表現皆未達顯著差異水準。三、實驗組學習動機中專注力程度顯著差異高於對照組，學習動機中的關聯性、自信心和滿足感皆與對照組無顯著差異。以上述實驗結果爲基礎，運用電腦影音多媒體輔助教學之特色，可增加其新奇度與有趣性，藉以提昇學習者之學習動機。

關鍵字

ARCS ； 動機 ； 資訊科技

並列摘要

The multimedia computer-assisted instruction produced a profound impact on education in this information Age. The multimedia computer-assisted instruction has the potential not only to keep the students' curiosity of the class but also enhance the learning motivation efficiency. Therefore, the purpose of this study was to investigate the effects of apply multimedia compute-assisted instruction on students leaning motivation in the elementary physical education. There were 4 classes of 5th grader students with 2 physical educators and 2 assistant teachers from two separate schools participated in this study. One school with 2 classes (n=60) was assigned to be the experimental group and received the multimedia computer-assisted instruction; other school with 2 classes (n=60) was selected as a comparable group and apply with traditional instruction. The students completed the ARCS learning motivation in physical education survey before and after the study. The results were as following below: (a) the experimental group's post-test scores was significantly higher on learning motivation, attention, relevance, confidence and satisfaction than pre-test; (b) the comparable group's was not significant leaning motivation level on every variable difference revealed between pre-test to post-test; and (c) the experimental group's attention scores was significantly higher than the comparable group in the post-test. However, there was no significant on relevance, confidence and satisfactory difference founded between two groups in the post-test. In conclusion, the multimedia computer-assisted instruction provides a new ways that instructions can be delivered in the innovation and expressive ways to enhance student's motivation.

並列關鍵字

ARCS ； motivation ； multimedia