應用IRS即時回饋結合學習分析系統於國小自然課堂對於學習焦慮、課室專注力及學習投入的影響

本研究主要目的在探討「IRS即時回饋結合學習分析系統」應用於自然課室教學對於國小學生自然學習成效的影響；其中學習成效即為學習焦慮、課室專注力及學習投入度。採「單組前後測」的實驗研究來進行。研究對象為台北市某國小六年級學生共45名，進行為期六週，一週一次的「IRS即時回饋結合學習分析系統」應用於自然課堂教學的研究。研究過程中所採用的研究工具有改編的學習焦慮問卷、課室專注力問卷、學習投入度問卷及使用感受問卷，最後並以相依樣本平均數差異t檢定、單因子變異數分析與描述性統計來進行資料的處理。根據以上描述，本研究的結果發現：一、IRS即時回饋結合學習分析系統應用於自然教學對國小六年級學生之學習焦慮未達顯著影響。二、IRS即時回饋結合學習分析系統應用於自然教學對國小六年級學生之課室專注力達顯著影響。三、IRS即時回饋結合學習分析系統應用於自然教學對國小六年級學生之學習投入度達顯著影響。四、IRS即時回饋結合學習分析系統應用於自然教學，對於每週投入3~4小時的受試者，在課室專注力及學習投入度上達顯著影響。五、學生對於IRS即時回饋結合學習分析系統應用於國小六年級自然教學，於「學習成效」、「師生互動」、「使用感受」三個層面上，皆達高度滿意。

關鍵字

IRS即時回饋系統；學習分析；學習焦慮；課室專注力；學習投入度

並列摘要

The purpose of this study was to evaluate the impact of Interactive Response with Learning Analytics System Application in science and living technology class on elementary school students' learning anxiety, classroom concentration and learning engagement. A quasi experiment was employed in this experimental design for six weeks. Subjects of this study were 45 6th grade students from the same elementary school. A questionnaire survey was conducted in the science and living technology class, in which the response system teaching was administered. A total of 45 questionnaires were recovered. Descriptive statistics, Paired Sample t-test, and One-way ANOVA were applied to examine the the collected data. The result showed that (1) the use of IRS in the science and living class made no significant impact in lowering students’learning anxiety. (2) However, the IRS system significantly improved the students’classroom concentration and learning engagement. (3) Additionally, with the use of this system in class, students who spent averagely 3~4 hours on this subject made significant improvement on their classroom concentration and learning engagement. (4) Students were highly impressed with the AI-Online system and were satisfied with the enhanced teacher-student interaction and learning effect.