ARCS動機模式的介入對國小三年級學童動作技能表現、動作概念與學習動機之影響

本研究旨在探討國小三年級體育課應用ARCS動機模式在動作技能表現、動作概念與學習動機的學習成效，受試者為台北市萬華區某國小三年級共57人為研究對象，分成實驗組共30人（ARCS動機模式組），平均身高體重為130.33+0.07公分和31.24+6.69公斤和對照組共27人（傳統教學組），平均身高體重為131.40+0.08公分及32.46+11.89公斤。本教學實驗於每週兩堂課，每堂40分鐘體育課，進行十週教學活動，參與對象必須在實驗教學前後一週進行前後測，包括動作技能檢測表、運動技能概念評估表和學習動機等工具。並根據前後測所得資料進行同質性檢定、t檢定之統計分析，顯著水準α=.05。研究結果發現：一、實驗組之動作技能表現、學習動機、專注力、關聯性認知、自信心和滿足感後測顯著優於前測，但動作概念之前後測未達顯著差異。對照組在各變項上未達顯著差異水準。二、實驗組之後測動作技能表現、學習動機、專注力、關聯性認知、自信心和滿足感之顯著高於對照組，但在動作概念上，兩組表現並無顯著差異水準。本研究建議體育老師應提供學生有效的學習策略，適當且及時的回饋以加速學習表現。

關鍵字

動作技能表現；動作概念；體育課學習動機； ARCS

並列摘要

The main purpose of this study was to examine the effects of Keller's (1999) ARCS teaching intervention on elementary students' motor skill performance, movement conception and learning motivation. The participants of this study included 57 students of elementary school in Taipei city. The participants were divided into the experimental group (the ARCS' motivation model group) whose average height and weight were 130.33 ± 0.07cm and 31.24 ± 6.69 kg, and the comparison group (the traditional teaching model group) whose average height and weight were 131.40 ± 0.08 cm and 32.46 ± 6.11.89 kg. The experiment lasted ten weeks, and both experimental and comparison participants attended pretested and post-tested with Motor Skill Test, Movement Conception Test and ARCS Learning Motivation Scale. With t-test, and stepwise multiple regression, this study found experimental group were higher on motor skill performance, learning motivation, attention, relevance, confidence and satisfaction than pre-test, but movement conception remained the same. Also, the experimental group's motor skill performance, learning motivation, attention, relevance, confidence and satisfaction was higher than the comparison group in the post-test. This study suggested physical education teachers should provide students with efficient teaching strategies and appropriate and timing feedback so to fostering their learning performance.