數位說故事專題結合在地實踐對學習成效影響之研究：以音樂通識課程為例

本研究旨在探討數位音樂說故事專題結合在地實踐，融入音樂通識課程後，對學生學習動機與投入的影響。本研究採用實驗設計中的「單一組前後測設計」，以49位臺灣北部地區某國立科技大學選修音樂通識課程的學生為研究樣本，進行為期18週，每週一次，每次三節課的課程實驗。學期初與學期末，學生填答前後測問卷調查。本研究亦蒐集小組討論的課後紀錄、活動學習單及期末訪談等質性資料，以輔佐量化統計分析的結果解釋。研究結果發現：一、課程實施前後，學生在整體學習動機上有顯著的提升，其中在「工作價值」、「自我效能」及「期望成功」面向上有顯著進步，同時在降低「測試焦慮」面向亦有顯著改善；二、學生在整體學習投入方面沒有顯著進步，但在「技巧」及「互動」面向卻有顯著進步，此結果從學生的問卷及訪談資料分析中亦獲得佐證。因此，「數位說故事專題結合在地實踐」可促進學生對音樂通識課程的學習動機，然而，在「學習投入」方面，未來需引入合作策略，以達到整體學習投入的提升。本研究結果可幫助推廣與實踐此教學法於音樂通識課程中，以提升學生的學習成效。

關鍵字

在地實踐；專題導向學習；數位說故事；學習投入；學習動機

並列摘要

This study aimed to explore the influences of digital storytelling project-based learning with local praxis approach on college students' learning motivation and learning engagement in general music course. The study was conducted with one group pretest posttest research design at a university in Taipei, Taiwan. An 18 weeks of curriculum (three classes each week) was implemented with a sample of 49 students. Through the experiment, 49 valid questionnaires were collected to measure students' learning motivation and learning engagement. A qualitative method of collecting data such as after-class records. activity sheets, and interviews were also used at the end of the curriculum to assist interpretation of the quantitative results. The results of the paired t tests found that overall students' general music learning motivation has been improved significantly after the completion of this curriculum, especially on the working value, self-efficacies and self-expectations. The anxiety was also significantly reduced after the completion of this curriculum. No significant improvements were found for the overall learning engagement, but the skills and interactions were both significantly improved. Therefore, digital storytelling project-based learning with local praxis approach can elevate overall learning motivation, however, cooperation strategy needs to be introduced to elevate overall learning engagement. The result of this study can promote the practice of digital storytelling project-based learning with local praxis on college students' learning effect in general music course.

並列關鍵字

social praxis ； project-based learning ； digital storytelling ； learning engagement ； learning motivation

參考文獻

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