- 期刊
情境教學影片對學習障礙生學習動機及注意力之影響
The Effects of Situated Teaching Videos on Learning Motivation and Attention of Students With Learning Disabilities
摘要
近年來，情境教學成為應用社會建構論的新興教學方式之一，其強調社會情境結合知識的教學方法與策略有助提高學習成效與動機。然而，甚少研究探究情境教學影片對學習障礙學生在學習上的影響。因此，本研究欲探討情境教學影片對國中學習障礙生學習動機與注意力之影響。採用單一受試者實驗設計（single-subject experimental design）模式中的A-B-A撤回設計，三位學習障礙學生接受實驗中的基線期、處理期及追蹤期的處理。資料分析以觀察者間目視分析與C統計方法來進行，探討其學習動機與注意力改變之情形。結果顯示經情境教學影片介入後，三位學習障礙生之學習動機及注意力提升，C統計結果皆達顯著，顯示情境教學影片對於學習障礙生在注意力上表現具有維持之效果，且情境教學影片對於三位學習障礙生皆具有正向的影響。根據研究結果，提出對教育及未來研究的建議。
並列摘要
In current years, situated teaching (ST) becomes one of the novice teaching methods in application of social constructivism in teaching. The teaching strategies of ST emphasizes the integration of social situations and knowledge and these teaching methods and strategies assist learners in promoting their learning effects and learning motivation. However, there are few studies exploring the effects of situated teaching video in the classroom and researching the possible benefits of ST on students with learning disabilities. Therefore, the purpose of the present study was to implement ST in the classroom and to explore the effects of utilizing situated teaching video on learning motivation and attention of the students with learning disabilities. The research employed the A-B-A with drawal design in the single-subject experimental design model. The participants were three junior high school students with learning disability and currently studied in the decentralized resource class. The three participants received ST and were observed in the baseline, intervention and reversal phases in the experimental study. The obtained data were analyzed by utilizing visual analysis between observers and the simplified time-series analysis in order to examine the significant difference and changes of learning motivation and learning attention of the three students with learning disabilities. The results of the present study showed that the three students' learning motivation and attention increased after they received the intervention of situated teaching video. Additionally, the results of simplified time-series analysis were significant and indicated the effects of the situated teaching on the learning attention of students with learning disabilities were sustained in reversal phases. Moreover, situated teaching video benefited the students and the three students possessed positive attitudes toward situated teaching video. Based on the results of the present study, the research proposes some suggestions for education and the future research as well.