擴增實境增強互惠式體育教學對國中生籃球學習動機及動作技能之影響

「E世代來臨，體育新思維」資訊科技融入教學蔚為潮流，亦是臺灣重要的教育政策。在近年來又以擴增實境 (Augmented Reality, AR) 做為行動學習之趨勢，廣泛的運用在各學科上，而擴增實境可產生一種逼真的體驗，不但能提升教學的效果，對於學生的學習也具吸引力，亦有助於提升學生學習的專注力和學習動機。本研究目的在了解互惠式教學的有效性是否能藉由現在行動學習的協助而予以發揮，降低限制，提升學習動機與學習成效。方法:本研究採準實驗設計，以台北市某兩所國中各兩個班級（共四班學生）為研究參與者，兩班為對照組 (互惠式體育教學)，另兩班為實驗組 (擴增實境增強互惠式體育教學)。研究進行5堂課共250分鐘(5節*50分鐘) 之互惠式籃球教學，以ARCS動機量表、動作技能評分表、平板裝置、攝影機為研究工具，並以描述統計、相依樣本t考驗、獨立樣本t考驗及二因子變異數分析進行資料處理，顯著水準α=.05。結果:一、擴增實境增強互惠式體育教學對於國中生籃球學習動機有顯著提升，特別在專注力自信心及滿足感。二、擴增實境增強互惠式體育教學對於國中生籃球上籃之動作技能有顯著提升。三、擴增實境增強互惠式體育教學對於國中男女生無影響。建議:一、課程當中可以適度給予學生學習之相關知識與生活上之連結，使學生更能了解其學習之重要性與更能貼近其生活。二、增加及設定不同目標及挑戰。三、未來能將擴增實境應用在不同項目上。

關鍵字

擴增實境；學習動機；學習效果；標準卡

並列摘要

Mobile technology has a great potential to change the physical education teaching practice. Moreover, information literacy has also been encouraged in the latest new curriculum guideline in Taiwan. Augmented Reality (AR) is one of approaches of mobile learning that allows to produce a realistic and attractive experience for students. However, some studies indicated that students had difficulties to translate the teacher-prepared criteria (checklist) while implementing Mosston's reciprocal style of teaching. The question then arises as to the possibility to integrate AR mobile technology into the existing teaching style in physical education. Therefore, the purpose of this study was to examine the effectiveness of the integration of the AR mobile learning into reciprocity teaching in terms of students’ learning outcome. The quasi-experimental design method was adopted. 100 junior high school students (grade 7) participated the study. They were divided, according to their classes, into experimental group (EG, mobile learning integrated) and control group (CG, reciprocal style with checklist). 5 lessons (5*50 minutes) of basketball were implemented in both EG and CG. ARCS motivation scale and skills (free throw and lay-up) assessment were conducted before and after the lessons. The data were collected majorly from these two resources and also analyzed through statistical test (α = .05). Results: (1) the students’ learning motivation were increased in both EG and CG, however, attention, self-confidence and satisfaction were significantly increased in EG; (2) there was significant difference between EG and CG in terms of lay-up skills performance; (3) Augmented reality enhanced reciprocal style physical education has no significant interaction with boys and girls in the country. In conclusion, the integration of mobile learning into reciprocal style of teaching increased the students’ learning motivation in terms of concentration, self-confidence, satisfaction. It implies that the integration of mobile learning into PE teaching can be an effective alternative way to assist student’s learning. Future directions are provided.