融入數位教材教學之學習滿意度探討-以新娘頭飾創作課程為例

The Investigation of Students’ Learning Satisfaction with Digital Technology in Learning -A Sample of the Bridal Veil Design

陳沛禹(Pei-Yu Chen)

指導教授 ： 呂家美

共同指導教授 ： 王婉馨(Wan-hsing Wang)

台南應用科技大學/生活科技學院/生活應用科學研究所/碩士(2011年)

https://doi.org/10.6821/TUT.2011.00118

摘要

本研究以台南應用科技大學美容造型設計系之四技高年級學生為樣本，透過ADDIE設計模式運用簡報、動畫和影音檔製作數位教材，使用台南應用科技大學校內網路教學平台作為網路教學系統，探討融入數位教材教學與「學生背景」、「學習動機」、「自我效能」、「學習態度」、「學習滿意度」之關聯性，並以單組前後測設計檢視學生在教師面對面授課與融入數位教材教學兩種教學方式，對學習動機、自我效能、學習態度與學習滿意度的表現。
研究發現：
一、學生背景分析部分，學習滿意度因不同網路頻寬而有差異；學習動機方面因不同上網時數而有差異。
二、學習動機、自我效能、學習態度與學習滿意度之間具有正相關。
三、學習動機、自我效能與學習態度對學習滿意度有正向預測力。
四、自我效能對學習動機和學習態度有正向預測力。
五、在教師面對面授課及融入數位教材教學兩種教學模式對學生的學習動機、自我效能、學習態度與學習滿意度的表現未具有顯著差異。

關鍵字

學習動機 ； 自我效能 ； 學習態度 ； 學習滿意度 ； 融入數位教材教學 ； ADDIE

並列摘要

The sample of this study was focused on the seniors of the Department of Styling and Cosmetology at Tainan University of Technology. The school e-learning platform was used as the distance learning system and through ADDIE model, voice, video and animation were inserted into the PowerPoint slides as designed to be the learning module. The purpose of this study was to understand the relationship among various variables, such as “background of the students”, “learning motivation”, “self-efficacy”, “learning attitude”, and “learning satisfaction”. The one-group pre and post test design was conducted to detect student’s learning motivation elements, such as “self-efficacy”, “learning attitude”, and “learning satisfaction” between traditional classroom teaching and digital technology on web learning.

Results of this study:
1.Due to the variation of students’ background, there were differences between student’s learning satisfaction and the speed of web. Also there were differences between student’s learning motivation and hours spent on the web.
2.There were correlations among student’s learning motivation, self-efficacy, learning attitude, and learning satisfaction.
3.The results shown that learning motivation, self-efficacy, and learning attitude have positive predictability toward the learning satisfaction.
4.The results shown that self-efficacy have positive predictability toward the learning motivation and learning attitude.
5.There were no significant differences between the traditional classroom teaching and learning digital technologies on web about the student’s learning motivation, self-efficacy, learning attitude, and learning satisfaction.

Finally, there were further suggestions provided for future studies about hands-on learning via web design.

並列關鍵字

Learning Motivation ； Self-efficacy ； Learning Attitude ； Learning Satisfaction ； Digital Technology on Web Learning ； ADDIE

參考文獻

中文部分

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