國小教師桌上遊戲融入教學之現況與使用意圖影響因素之研究

本研究以Ajzen（1991）提出的計畫行為理論為基礎，旨在探討國小教師桌上遊戲融入教學之現況與使用意圖影響因素。研究採問卷調查法，共回收有效問卷353份。有效問卷數據以描述統計、獨立樣本t檢定、單因子變異數、Pearson相關、迴歸等方式進行分析，來檢測不同背景變項（包括：性別、年齡、年資、職別和教學科目）對桌遊融入教學之行為態度、主觀規範、知覺行為控制及行為意圖之差異程度及行為態度、主觀規範、知覺行為控制對桌遊融入教學之行為意圖的預測力。研究結果如下：一、年齡、年資、職別、教授科目對於「桌遊融入教學」的行為態度會有顯著的差異。二、性別、年齡、年資、教授科目對於「桌遊融入教學」的主觀規範會有顯著的差異。三、年資、職別、教授科目對於使用「桌遊融入教學」的知覺行為控制會有顯著的差異。四、性別、年齡、職別、教授科目對於桌遊融入教學的行為意圖有顯著差異五、教師之行為態度、主觀規範及知覺行為控制對於桌遊融入教學的使用意圖分別都有達顯著相關且具有正面預測力。六、由研究得知，若教師對將桌遊融入教學的可用工具越豐富，則其行為意圖也越高，換句話說，若想增進教師將桌上遊戲融入教學的實施意願，學校可配合採購適合的桌上遊戲，將會是有用的策略。

關鍵字

國小教師；桌遊融入教學；計畫行為理論

並列摘要

This study is based on the theory of planned behavior proposed by Ajzen (1991), and aims to explore the current situation of elementary school teachers ’table games being integrated into teaching and the influencing factors of their use intentions. The research adopts the questionnaire survey method, and a total of 353 valid questionnaires were recovered. Effective questionnaire data is analyzed by descriptive statistics, independent sample t test, single factor variance, Pearson correlation, regression, etc. to detect different background variables (including: gender, age, seniority, occupation, and teaching subjects). The degree of difference in behavior attitude, subjective norms, perceptual behavior control and behavior intention integrated into teaching, and the predictive power of behavior attitude, subjective norms, perceptual behavior control on the behavior intention of board games into teaching. The research results are as follows: 1. Age, seniority, occupation, and teaching subjects will have significant differences in the attitudes towards "board game integration teaching". 2. Gender, age, seniority, and teaching subjects will have significant differences in the subjective norms of "table game integration teaching". 3. The seniority, job title, and professor subjects will have significant differences in the use of "table game integration teaching" in perceptual behavior control. 4. Gender, age, occupation, and teaching subjects have significant differences in the behavioral intentions of integrating board games into teaching 5. Teachers' behavior attitudes, subjective norms, and perceptual behavior control have significant correlations and positive predictive powers for the use of board games in teaching. 6. It can be found that if the teachers have more available tools for integrating table games into teaching, their behavioral intentions are also higher. In other words, if they want to enhance teachers' willingness to implement table games into teaching, schools can cooperate to purchase suitable Will be a useful strategy.