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題名:國小學童使用故宮e學園中國玉器課程之學習動機探討
書刊名:教學科技與媒體
作者:趙貞怡 引用關係黃如伶莊凱傑
作者(外文):Chao, JenyiHuang, Ru-LingZhuang, Kai-jie
出版日期:2010
卷期:93
頁次:頁38-60
主題關鍵詞:數位學習學習動機E-learningLearning motivation
原始連結:連回原系統網址new window
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  • 被引用次數被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0)
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  • 共同引用共同引用:46
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本研究之主要目的爲利用ARCS動機模型,探討影響國小學童學習故宮e學園中國玉器課程動機的因素,以及探討不同年級及性別的國小學童學習故宮e學園中國玉器課程動機的影響。研究對象爲台北縣市兩所國小之五、六年級學生,總共131人。本研究採用問卷調查法與深度訪談法,來獲取研究資料。研究者改編 Keller的教材動機量表為第一樣研究工具,及以半結構式的訪談大綱爲第二樣研究工具。在學童學習完課程後,進行問卷的發放,並從國小學童中找出5位學童進行深度訪談。研究結果歸納如下:(一)故宮e學園中國玉器課程具備提升學習動機的特質;(二)影響國小學童學習故宮e學園中國玉器課程動機之因素,共有以下四點:(1)注意層面:課程內容中加上了受歡迎的「翠玉白菜」,成爲學習者主動學習的動力來源。(2)關聯層面:學習者非常關心與自己生活有關的知識,這些知識和學習者自身經驗有較大的關聯。(3)信心層面:課程的故事動畫,安排了許多可愛的人物來解說,讓學習者更有信心地學習完課程。(4)滿足層面:除了要有豐富與完整的課程外,闖關遊戲的安排也是很重要的;(三)五年級比六年級學生對於故宮e學園中國玉器課程覺得滿足。此外,女生比男生覺得故宮 e學園中國玉器課程中,教學內容與生活經驗有做連結。
Depending on Attention, Relevance, Confidence and Satisfaction (ARCS) model, the purposes of the research were to investigate the factors influencing elementary students' learning motivation in Chinese Jade Lessons of National Palace Museum (NPM) E-learning, and to understand the influences on different grade and gender elementary students. One hundred and thirty-one participants were selected from fifth and sixth grade in Taipei City and County. This research used the method of the questionnaire investigation and in-depth interview to reach the main purpose of the research. Keller's Instructional Materials Motivation Survey was adapted for the questionnaire. After finishing the Chinese Jade Lessons of NPM E-learning, the questionnaire investigation was conducted. Then, five participants were selected in order to proceed in-depth interview. In conclusion, the consequences of this study were: 1. Chinese Jade Lessons of NPM E-learning was certainly capable of improving elementary students' learning motivation; 2. There were four factors influencing elementary students' learning motivation in Chinese Jade Lessons of NPM E-learning, as following. (1) Attention: Chinese Jade Lessons of NPM E-learning contained the most popular jade-Jadeite cabbage with insects. It became the motivation to make elementary students actively to learn. (2) Relevance: Elementary students liked the course which was related to their daily lives, these were relevant to their daily lives. (3) Confidence: Chinese Jade Lessons of NPM E-learning used many lovely animation characters to narrate the course. It was not only closer to students but also made them learn easily. (4) Satisfaction: Besides plentiful and integrated course, arranging games in the course was also very important; 3. The fifth grade students were more satisfied in Chinese Jade Lessons of NPM E-learning than sixth grade students. In addition, more female students than male students considered that the Chinese Jade Lessons of NPM E-learning were combined with their life experience.
期刊論文
1.王珩(20051200)。從ARCS模式探討英語學習動機之激發策略。臺中教育大學學報. 人文藝術類,19(2),89-100。new window  延伸查詢new window
2.張如慧(20010900)。性別、科技與教育--女性主義觀點的分析。教育資料與研究,42,64-69。new window  延伸查詢new window
3.Keller, John M.(1999)。Using the ARCS motivational process in computer-based instruction and distance education。New Directions for Teaching and Learning,78,37-47。  new window
4.張靜儀(20050600)。國小自然科教學個案研究--以ARCS動機模式解析。科學教育學刊,13(2),191-216。new window  延伸查詢new window
5.Berdie, D. R.(1994)。Reassessing the value of high response rates to mail surveys。Marketing Research,1(3),52-64。  new window
6.Busch, T.(1995)。Gender Differences in Self-Efficacy and Attitudes Toward Computers。Journal of Educational Computing Research,12(2),147-158。  new window
7.Silverman, L. H.(1995)。Visitor meaning-making in museums for a new age。Curator: The Museum Journal,38(3),161-170。  new window
8.Hawkins, J.(1985)。Computers and girls: Rethinking the issues。Sex Roles,13,165-180。  new window
9.姜宗模(20050400)。中小學教師在數位博物館資源的應用與學習。博物館學季刊,19(2),107-117。new window  延伸查詢new window
10.呂孟育、黃財尉(20060600)。國小高年級學生在網路遊戲與學習上的自我效能效究。科學教育研究與發展季刊,43,43-61。  延伸查詢new window
11.Keller, John M.(1987)。Development and use of the ARCS model of instructional design。Journal of Instructional Development,10(3),2-10。  new window
12.李文瑞(19901100)。介紹激發學習動機的ARCS模型(阿課思)教學策略。臺灣教育,479,22-24。  延伸查詢new window
學位論文
1.蘇美菁(2006)。WebQuest教學策略對國小高年級學童高層次思考與學習動機之影響(碩士論文)。國立成功大學。  延伸查詢new window
2.邱惠芬(2003)。多媒體介面對國小學童學習動機、學習成就及學習保留的影響(碩士論文)。屏東師範學院,屏東市。  延伸查詢new window
3.溫雅婷(2008)。以ARCS動機模式與資訊科技融入閱讀教學之行動研究(碩士論文)。國立臺北教育大學,臺北市。  延伸查詢new window
4.吳亭儀(2007)。以ARCS動機模式實施高職國文科教學之行動研究(碩士論文)。國立東華大學,花蓮市。  延伸查詢new window
5.孫琇瑩(2000)。不同程度動機提升策略對國小學童網頁教材學習動機之影響(碩士論文)。國立花蓮師範學院。  延伸查詢new window
圖書
1.吳明隆(2005)。SPSS統計應用實務。臺北市:松崗。  延伸查詢new window
2.Falk, John H.、Dierking, Lynn D.(1992)。The museum experience。Washington, DC:Whalesback Books。  new window
3.吳明隆(2007)。SPSS操作與應用:問卷分析與應用統計。臺北:五南。  延伸查詢new window
其他
1.白亦方主編(2004)。教育.科技.權力--視資訊教育為一種社會實踐,台北:高等教育文化事業。  延伸查詢new window
2.汪光懿、張至文、胡信忠、涂志榮(2004)。國小學童對電腦焦慮厭之調查研究。  延伸查詢new window
3.徐典裕(2003)。ECM、EIP建構與管理數位博物館。  延伸查詢new window
4.黃孟元(1998)。國小學生學習全球資訊網之成效與電腦態度之研究。new window  延伸查詢new window
5.Luterbach, K. J.; Reigeluth, C. M.(1994)。Schools not out, yet。  new window
6.Okey, J. R.; Santiago, R. S.(1991)。Integrating instructional and motivational design。  new window
7.Ong, C. S.; Lai, J. Y.(2006)。Gender differences in perceptions and relationships among dominations of e-learning acceptance。  new window
8.Song, S. H.; Keller, J. M.(1999)。The ARCS model for developing motivationally-adaptive computer-assisted instruction,Houston, TX。  new window
9.Song, S. H.; Keller, J. M.(2001)。Effectiveness of motivationally adaptive computer-assistedon the dynamic aspects of motivation. instruction。  new window
圖書論文
1.Keller, John M.(1983)。Motivational design of instruction。Instructional Design Theories and Models: An Overview of Their Current Status。Hillsdale, NJ:Lawrence Erlbaum Associates。  new window
 
 
 
 
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