國小學童實施虛擬電子書包之研究

An Experimental Study on Virtual Backpacks in Elementary Schools

范慧萍(Hung-Ping Fan)

指導教授 ： 王秉鈞

元智大學/資訊學院/資訊社會學碩士學位學程/碩士(2012年)

摘要

資訊科技越來越進步，但學童的書包卻越來越沉重，這沉重的書包正一點一滴的壓毀學童快樂的童年，更壓歪了學童的脊椎，如何在這擁有進步科技的時代，讓我們的學童也能運用進步的科技享有不同的選擇。本研究旨在探討國小學童使用虛擬電子書包對於書包減重之影響，並根據研究結果提出建議與改進方針，作為其他研究者之參考。
以桃園縣成功國小二年級的兩個班級為研究對象，並分派一班為實驗組（26位學童），另一班為對照組（28位學童）進行實驗研究，實驗組學童接受虛擬電子書包的使用，對照組則沒有使用。本研究為期一學期，從100年9月到101年1月，共歷經將近五個月的時間，教學前、後以「快樂指數調查表」、「家中使用電腦調查表」、「對於國小實施虛擬電子書包之意見」三類問卷與學童書包重量、身高、體重、視力等紀錄進行量化分析，並以家長意見、教師省思進行質化分析。
實驗研究結果如下：一、虛擬電子書包能有效的減輕學童書包重量：接受虛擬電子書包的學童在書包減重上有顯著差異。實驗組與對照組學童在每月書包測量上平均得分呈顯著的差異，可見實施虛擬電子書包對於學童書包減重方面有正向的影響，實驗組每月減重的平均分數為-.165公斤。二、虛擬電子書包不會造成學童身心負擔：接受虛擬電子書包的學童在身高、體重、視力、快樂指數等方面與對照組學童並沒有顯著差異，但在生長幅度上的平均數高於對照組學童，可見實施虛擬電子書包不會造成學童身心負擔，且書包減輕重量，學童生長幅度速度較快。三、家長對於實施虛擬電子書包持贊同的意見：實施虛擬電子書包的學童家長在「身心調查」、「學生學習評量」、「教學設備評量」、「家長態度」四項調查上，家長對於實施虛擬電子書包持稍微同意、同意、非常同意這三項意見的加總超過八成以上，顯示家長持贊同的意見，且家長也希望能持續的進行。
最後，研究者根據研究結果及發現做一綜合論述，並提出幾項建議以作為教師未來教學及研究的參考。

關鍵字

電子書包 ； 虛擬電子書包 ； 書包減重 ； 數位學習

並列摘要

Information and communication technology has been progressing, nevertheless, students' backpacks (schoolbags) are getting heavier. Such the heavy backpacks gradually crushed their happy childhood. Under more pressure, children can no longer stand firm and straight as usual. With the progress in science and technology, our children may be benefited with different options. This study aims at exploring elementary school students in application of virtual backpacks(VB) so their schoolbags can be lighter. The findings of this study provide policy improvements as well as references for other researchers.

This study chose second graders in two classes in Taoyuan Municipal Cheng Kong Elementary School as objects in this study. One class was assigned to be the experimental group (26 students), and the other class the control group (28 students). Students in the experimental group used VBs, whereas students in the control group did not use them. This study lasted for one semester from September, 2011 to January 2012 in a total of nearly five months. Before and after teaching, three kinds of questionnaires, i.e. "Happiness Index Survey", "Survey on Household Application of Computer", "Views of Implementation of Virtual E-book Package at Elementary School ", were used. Such three types of questionnaires contain the weight of backpacks, student height, weight, vision and academic records. The views of parents, reflections from teachers are also collected for qualitative analysis.

The findings have shown as follows: 1. Virtual backpacks can effectively reduce the weight of schoolbags: Students accepting the VBs: there are significant differences on the weight loss of children's schoolbag. Students in the experimental group and in the control group on the average scores of the measurement of the monthly schoolbags show a significant difference. It can be seen that VBs has a positive impact on reducing the weight of schoolbag. The average of cut-weight in the experimental group is -.165 kg. 2. VBs will not cause both physical and emotional burden: Students receiving the VBs show no significant difference in height, weight, vision, happiness index from the students in the control group. However, the average in the magnitude of growth is higher than that in the control group. The findings show that the implementation of VB does not cause physical and mental burdens on students. On the contrary, it allows the students to grow faster because of the weight reduction of the schoolbags. 3. Parents' view on the implementation of VBs: Parents of students are surveyed for the implementation of VBs at the four items, i.e. "Physical & Psychological Survey "," Student Learning Evaluation", "Teaching Equipment Evaluation", "Attitude of Parents". In a scale of slightly agree, agree, and very much agree, Parents views on the implementation of VBs shows over 80% in favorable agreement. It reveals that parents are mostly favorable in the VBs and parents also hope such practice can be sustained.

並列關鍵字

E-book package ； virtual E-book package ； schoolbag weight reduction ； digital learning

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