數位遊戲式注意力訓練與專注力生理訊號回饋對注意力、課室專注力與學業成就之影響_

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題名：	數位遊戲式注意力訓練與專注力生理訊號回饋對注意力、課室專注力與學業成就之影響
作者：	陳奕樺
作者(外文)：	I-HuaChen
校院名稱：	國立成功大學
系所名稱：	教育研究所
指導教授：	楊雅婷
學位類別：	博士
出版日期：	2014
主題關鍵詞：	數位遊戲式注意力訓練；專注力生理訊號回饋；視覺注意力；課室專注力；學業成就；attention training with digital games；neurofeedback；visual attention；concentration in classrooms；academic achievement
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(3) 博士論文(0) 專書(0) 專書論文(0) 排除自我引用:3 共同引用:0 點閱:233

近年來數位遊戲式注意力訓練與專注力生理訊號回饋的研究逐漸興起，分別認為透過讓受試者從事數位遊戲與給予專注力生理訊號回饋的方式，可達成提升視覺注意力與培養專注力的效果。然而，非常少研究曾檢驗這兩種訓練活動對於教育場域變項的遷移效果。因此，本研究聚焦在數位遊戲式注意力訓練與專注力生理訊號回饋對於學生課室學習的影響。為了能在課室中實施專注力生理訊號回饋，研究者應用較能簡易安裝於課室教師教學情境的心電訊號感測器。本研究主要探討兩個主題：（1）分析學生課室情境中心率變異性非線性分析參數SD2（非線性分析中龐卡萊圖X2軸向上資料分布的標準差）與其主觀課室專注力之關連；（2）探討數位遊戲式注意力訓練與專注力生理訊號回饋對於學生視覺注意力、課室專注力與學業成就之影響。本研究以高雄市一所家商一年級四個班級學生為對象，隨機分派為不接受實驗操弄組（對照班）、給予專注力生理訊號回饋組（實驗班一）、進行數位遊戲式注意力訓練組（實驗班二）與給予專注力生理訊號回饋再加上進行數位遊戲式注意力訓練組（實驗班三），人數依序為34人、32人、34人與42人。針對兩個研究主題，以對照班資料進行研究主題一之分析，而針對研究主題二的部分，研究者依據2（數位遊戲式注意力訓練：分成進行數位遊戲式注意力訓練與未進行訓練兩個水準）×2（專注力生理訊號回饋，分成給予專注力生理訊號回饋與未給予回饋兩個水準）的架構進行準實驗研究。數位遊戲式注意力訓練於課後進行，學生需完成每週2.8 小時，總計3 週，共 8.5 小時的數位遊戲式注意力訓練。專注力生理訊號回饋是在每堂物理課開始時，以小組競賽的型式，給予專注力生理訊號回饋卡，並依回饋卡上的數值進行競賽。透過皮爾森積差相關分析，研究主題1的結果顯示：學生心率變異性非線性分析參數SD2值與學生主觀課室專注力的相關值為0.38，SD2值對於主觀課室專注力之解釋量為14％；透過三因子混合變異數分析與二因子變異數分析的統計檢定，研究主題2的結果顯示：（2-1）視覺注意力部分：進行數位遊戲式注意力訓練的學生在後測與延後測，均高於未進行數數位遊戲式注意力訓練組。（2-2）課室專注力部分：進行數位遊戲式注意力訓練的學生在課室專注力第一次中測得分高於未進行訓練組，而給予專注力生理訊號回饋的學生在三次課室專注力中測的分數均高於未給予回饋組。（2-3）學業成就部分：就數位遊戲式注意力訓練的影響而言，在未給予專注力生理訊號回饋的條件下，未進行數位遊戲式注意力訓練學生的學業成就分數高於進行訓練組，但是在給予專注力生理訊號回饋的條件下，進行數位遊戲式注意力訓練學生的學業成就分數高於未進行訓練組。就專注力生理訊號回饋的影響而言，在未進行數位遊戲式注意力訓練的條件下，專注力生理訊號回饋對於學業成就沒有顯著影響，但是在進行數位遊戲式注意力訓練的條件下，給予專注力生理訊號回饋組的學業成就分數高於未給予回饋組。總結而言，本研究的結果發現數位遊戲式注意力訓練能顯著提升學生視覺注意力，專注力生理訊號回饋能顯著增進學生課室專注力，而數位遊戲式注意力訓練需配合給予專注力生理訊號回饋才能對於學業成就產生正向影響。本研究依據結果進行討論與提出未來研究建議。

以文找文

In recent years, the studies of attention training with digital games and neurofeedback for concentration are growing gradually. These studies consider that the function of visual attention can be improved after receiving the attention training with digital games and the concentration can be enhanced by providing neurofeedback for particular behaviors. However, previous studies did not investigate the effect transferred from the above two activities to the context of classrooms. To bridge this gap, our study apply ECG sensor which can be easily settled down in the classroom and focus on the influences of attention training with digital gams and neurofeedback on students’ learning during physical class. Two main topics are: (a) To analyze the relation between SD2 parameter and the concentration in classroom of students; (b) To examine the effect of attention training with digital games and neurofeedback for concentration on students’ visual attention, concentration in classrooms, and academic achievement. The participants from four class in one vocational high school was chosen in this study. Four classes were randomly assigned as control group (34 students), group 1 (32 students, provided neurofeedback for concentration), group 2 (34 students, receiving attention training with digital games), group 3 (42 students receiving attention training as well provided neurofeedback for concentration). Data from the control group was used for topic 1. In terms of topic 2, two-factor factorial designed was used that were attention training (including two levels: attention training and without receiving attention training) and neurofeedback for concentration (including two levels: neurofeedback and without being provided neurofeedback). The participants were asked to exercise attention training with digital games after school and neurofeedback integrated with group competition was provided during physical class in which students were provided a feedback card regarding the degree of concentration at the last physical class. The result of topic 1 showed that the relation between SD2 parameter and the concentration in classroom of students was 0.38. The variance of the concentration in classroom explained by SD2 parameter was 14%. The results of topic2 were (a) visual attention: The participants receiving attention training with digital games had higher visual attention than the participants without receiving attention training; (b) concentration in classroom: The participants who were provided neurofeedback for concentration had higher concentration in classroom than the participants without being provided for neurofeedback; (c) Academic achievement: Attention training with digital games and neurofeedback for concentration had interaction effect on the academic achievement. In the condition of without being provided neurofeedback for conctentration, attention training with video games lowered students’ academic achievement. However, in the condition of being provided neurofeedback for concentration, attention training with video games enhanced students’ academic achievement; In the condition of without receiving attention training with digital game, neurofeedback did not have significant influence on students’ academic achievement. However, in the condition of students receiving attention training, neurofeedback enhanced students’ academic achievement. In sum, this study found that attention training with digital games can enhance students’ visual attention, and neurofeedback improved students’ concentration in classrooms. As for the academic achievement, only students who both received attention training with digital games and were provided neurofeedback can have the best academic achievement. Based on the results, several suggestions for the future studies and the implications for teaching were provided.

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5.	「教」在疫情蔓延時--一所大型華語中心的線上教學及其啟示
6.	理性與偏見：利得與損失的轉職心理知覺及其影響
7.	綠色科技通識課程之產學合作與課程設計實務研究
8.	慢性有氧運動對提升輕度智能障礙學生認知與學習之成效
9.	微課程對注意力與學習保留之影響
10.	幼兒認知發展階層化現象的影響機制：遊戲、閱讀與課室專注力的作用
11.	舉起你的Plickers卡片：以線上形成性評量觀點探究即時回饋系統對學習量化課程之成效
12.	藝術活動對提升智能障礙學生注意力之研究
13.	景觀敘事應用於植物園之解說效果評估--以國立自然科學博物館植物園為例
14.	體育教學新嘗試--翻轉教學策略在進階棒球打擊教學上可行性之探討
15.	玩陶融入注意力訓練改善學前疑似ADHD幼兒課堂注意力問題成效之探討

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2.	以眼球追蹤技術探討不同後設認知能力護生在圖文表徵的辨識歷程之研究
3.	國小差異化閱讀教學之言說分析
4.	校園空間美學之教育論述與實踐－一位國小校長之自傳俗民誌研究
5.	閱讀與記憶策略在公職考試應用之研究
6.	國小學童數學文字題解題自我調整學習策略、文字題閱讀理解與文字題解題表現關聯模式之建構與驗證—以因倍數單元為例
7.	國中生自然與生活科技學習動機、學習參與和學習成就之相關研究
8.	西漢儒家知識理論探析
9.	聆聽音樂對設計師構想發展階段之創意構想內容影響研究
10.	定向越野的美學體驗
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12.	杜威心智運作觀與教育課程的關聯
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14.	文圖轉碼認知歷程對分鏡景別鏡位表現的影響
15.	候選人形象、外貌特質與投票行為之研究：以北區大學生眼動儀實驗為例

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2.	老人心理學
3.	視覺藝術教育的理論建構與實踐 : 審美關懷教學行動研究
4.	華語文教材分級研制原理之建構
5.	數學閱讀指導的理論與實務
6.	解嚴前後國小社會科教科書中的臺灣圖像
7.	資源教室方案 : 班級經營與補救教學
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