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題名：即時回饋機制對學生學習專注力影響之研究
書刊名：科學教育學刊
作者：林凱胤 引用關係
作者(外文)：Lin, Kai-yin
出版日期：2014
卷期：22:1
頁次：頁87-107
主題關鍵詞：即時回饋；專注力；教室回饋系統；Timely feedback；Concentration；Classroom response system
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(5) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:5
  • 共同引用共同引用:343
  • 點閱點閱:210
專注力為影響學習成效諸多關鍵因素之一，但學生在課室中專注力狀態之相關實徵 性研究尚非足夠；故本研究運用教室回饋系統(Classroom Response System, CRS)中之即時 回饋機制，並結合3A策略(arousing Attention, Asking question, Adaptive teaching strategies) 來探究學生學習專注力的變化；本研究以某健康護理學院修習計算機概論的二專美容科一 年級46位學生為研究樣本，以單組前後測方式進行為期五週的實驗教學，在實驗前後，分 別施測「課室學習環境中學生學習專注力量表」(林玉雯、黃台珠、劉嘉茹，2010)。研究 結果指出：1.即時回饋機制用於學生學習專注力的提升是一個可行的方式；2.學生在專注 力整體表現後測結果也優於前測，特別是在專注力容量、意識及持續三個向度達到顯著差 異；3.學生對教室回饋系統融入教學持正面評價。
Attention is the key factor for effective learning. However, there are only a few empirical researches in this field. Therefore, this research was expected to integrate timely feedback of Classroom Response System (CRS) and 3A strategies (arousing Attention, Asking question, Adaptive teaching strategies) to explore its impact on students’ attention. This study is a quasiexperimental design research. It was a five-week experimental lesson focused on computer development and the basic structure of a computer. The participants were elected by purposeful sampling. 46 students in Department of Beauty agreed to participate in this study. Before and after the experimental lesson, scales were given to measure these students’ understanding on computer science issues and their attention conditions. The results suggested that: 1. It’s worth doing to apply CRS in classroom teaching for promoting students’ attention. 2. After applying CRS in classroom teaching, the results showed that students’ attention was better than before CRS activities were carried out in many aspects. It is especially in Concentration Capacity, Concentration Consciousness, and Concentration Duration all had reached a significant level. 3. The students in the experimental group had positive views towards adopting CRS into their courses.
期刊論文
1.許芳菊(2008)。玩出大能力。親子天下，1，116-124。  延伸查詢new window
2.林凱胤(20131200)。教室回饋系統對護專學生資訊安全素養、學習動機的影響。科學教育研究與發展季刊，67，23-49。  延伸查詢new window
3.林凱胤、楊宜真(20120300)。無線教室回饋系統融入護專藥理學課程之初探。醫護科技期刊，14(1)，69-82。new window  延伸查詢new window
4.Blasco-Arcas, L.、Buil, I.、Hernández-Ortega, B.、Sese, F. J.(2013)。Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance。Computers & Education，62，102-110。  new window
5.Burke, L.、Ray, R.(2008)。Re-setting the concentration levels of students in higher education: An exploratory study。Teaching in Higher Education，13(5)，571-582。  new window
6.Caldwell, J. E.(2007)。Clickers in the large classroom: Current research and best-practice tips。CBE life sciences education，6(1)，9-20。  new window
7.Campbell, J.、Mayer, R. E.(2009)。Questioning as an instructional method: Does it affect learning from lectures?。Applied Cognitive Psychology，23(6)，747-759。  new window
8.Durbrow, E. H.、Schaefer, B. A.、Jimerson, S. R.(2001)。Learning-related behaviours versus cognitive ability in the academic performance of vincentian children。British Journal of Educational Psychology，71(3)，471-483。  new window
9.Elliott, C.(2003)。Using a personal response system in economics teaching。International Review of Economics Education，1(1)，80-86。  new window
10.Fies, C.、Marshall, J.(2008)。The C3 framework: Evaluating classroom response system interactions in university classrooms。Journal of Science Education and Technology，17(5)，483-499。  new window
11.Fortner-Wood, C.、Armistead, L.、Marchand, A.、Morris, F. B.(2013)。The effects of student response systems on student learning and attitudes in undergraduate psychology courses。Teaching of Psychology，40(1)，26-30。  new window
12.Gier, V. S.、Kreiner, D. S.(2009)。Incorporating active learning with powerpoint-based lectures using content-based questions。Teaching of Psychology，36(2)，134-139。  new window
13.Hunsinger, M.、Poirier, C. R.、Feldman, R. S.(2008)。The roles of personality and class size in student attitudes toward individual response technology。Computers in Human Behavior，24(6)，2792-2798。  new window
14.Iroaganachi, M. A.(2012)。Effect of technology and musical sound on concentration in individualized learning: A study of covenant university students。European Scientific Journal，8(8)，14-32。  new window
15.Johnson, K.、Lillis, C.(2010)。Clickers in the laboratory: Student thoughts and views。Interdisciplinary Journal of Information, Knowledge, and Management，5，139-151。  new window
16.Kay, R.、Knaack, L.(2009)。Exploring the use of audience response systems in secondary school science classrooms。Journal of Science Education and Technology，18(5)，382-392。  new window
17.Mayer, R. E.、Stull, A.、DeLeeuw, K.、Almeroth, K.、Bimber, B.、Chun, D.、Bulger, M.、Campbell, J.、Knight, A.、Zhang, H.(2009)。Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes。Contemporary Educational Psychology，34(1)，51-57。  new window
18.Meedzan, N.、Fisher, K.(2009)。Clickers in nursing education: An active learning tool in the classroom。Online Journal of Nursing Informatics，13(2)，1-19。  new window
19.Poirier, C. R.、Feldman, R. S.(2007)。Promoting active learning using individual response technology in large introductory psychology classes。Teaching of Psychology，34(3)，194-196。  new window
20.Preszler, R. W.、Dawe, A.、Shuster, C. B.、Shuster, M.(2007)。Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses。Life Sciences Education，6(1)，29-41。  new window
21.Retkute, R.(2009)。Exploring technology-based continuous assessment via electronic voting systems in mathematics and statistics。MSOR Connections，9(1)，24-28。  new window
22.Rush, Bonnie R.、Hafen, McArthur Jr.、Biller, David S.、Davis, Elizabeth G.、Klimek, Judy A.、Kukanich, Butch、Larson, Robert L.、Larson, Robert L.、Roush, James K.、Schermerhorn, Thomas、Wilkerson, Melinda J.、White, Brad J.(2010)。The effect of differing audience response system question types on student attention in the veterinary medical classroom。Journal of Veterinary Medical Education，37(2)，145-153。  new window
23.Trees, April R.、Jackson, Michele H.(2007)。The learning environment in clicker classrooms: Student processes of learning and involvement in large university-level courses using student response systems。Learning, Media and Technology，32(1)，21-40。  new window
24.Zhang, M.、Lundeberg, M.、McConnell, T. J.、Koehler, M. J.、Eberhardt, J.(2010)。Using questioning to facilitate discussion of science teaching problems in teacher professional development。The Interdisciplinary Journal of Problem-Based Learning，4(1)，57-82。  new window
25.Zurmehly, J.、Leadingham, C.(2008)。Exploring student response systems in nursing education。Computers Informatics Nursing，26(5)，265-270。  new window
26.陳家慧、譚寧君(20080700)。數位化即時回饋評量系統融入國小低年級數學科教學之行動研究--以「按按按」為例。靜宜人文社會學報，2(2)，1-34。new window  延伸查詢new window
27.陳寶山(20081100)。預習導讀、同儕評量與IRS結合運用--以「學校行政」課堂教學為例。學校行政，58，150-180。  延伸查詢new window
28.詹志禹(2003)。課程創新與教師的自我創化--系統演化的觀點。教育資料集刊，28，145-173。new window  延伸查詢new window
29.顏永森、胡學誠、柯天盛(2011)。數位學習注意力對學習成效影響之研究。T&D飛訊，112，1-21。  延伸查詢new window
30.Beatty, I.、Gerace, W.、Dufresne, R.(2005)。Designing effective questions for classroom response system teaching。American Journal of Physics，74(1)，31-39。  new window
31.Gauci, S. A.、Dantas, A. M.、Williams, D. A.、Kemm, R. E.(2009)。Promoting studentcentered active learning in lectures with a personal response system。Advances in Physiology Education，33(1)，60-71。  new window
32.林玉雯、黃台珠、劉嘉茹(20100400)。課室學習專注力之研究--量表發展與分析應用。科學教育學刊，18(2)，107-129。new window  延伸查詢new window
33.Savage, R.、Cornish, K.、Manly, T.、Hollis, C.(2006)。Cognitive processes in children's reading and attention: The role of working memory, divided attention, and response inhibition。British Journal of Psychology，97(3)，365-385。  new window
34.Corno, Lyn(1993)。The Best-Laid Plans: Modern Conceptions of Volition and Educational Research。Educational Researcher，22(2)，14-22。  new window
35.林鋐宇、周台傑(20100700)。國小兒童注意力測驗之編製。特殊教育研究學刊，35(2)，29-53。new window  延伸查詢new window
會議論文
1.梁錫卿、錢群凱(201003)。植基於整合式即時回饋機制之線上測驗評量系統。010第五屆數位教學暨資訊實務研討會。臺南市：南臺科技大學。  延伸查詢new window
2.蔡小玲、林原宏、梁錫卿(2007)。整合式即時回饋系統應用在國小六年級小數除法之教學成效實驗研究。第十三屆資訊管理暨實務研討會。高雄市：樹德科技大學。  延伸查詢new window
3.Law, R.(201207)。Using quick response codes for student interaction during lectures。17th ACM Annual Conference on Innovation and Technology in Computer Science Education。Haifa, Israel。  new window
4.Lin, Y. W.、Liu, C. J.、Huang, T. C.(200807)。Explore students' recognition process in graphical representations of biological concepts。39th Conference of the Australasian Science Education Research Association。Brisbane, Australia。  new window
圖書
1.高台茜(2006)。打造網路教室的學習鷹架：從理論、設計、到實踐。臺北市：高等教育。  延伸查詢new window
2.Bakker, F. C.、Whiting, H. T. A.、Van Der Brug, H.(1990)。Sport psychology: Concepts and applications。Dubuque, IA：Wm. C. Brown。  new window
3.Gagne, R. M.、趙居蓮(1997)。學習與教學。臺北市：心理。  延伸查詢new window
4.Schunk, D. H.、Zimmerman, B. J.(2008)。Motivation and self-regulated learning: Theory, research, and applications。Lawrence Erlbaum Associates。  new window
5.Good, T. L.、Brophy, J. E.(2000)。Looking in classrooms。New York：Longman。  new window
6.Cohen, J.(1988)。Statistical power and analysis for the behavioral sciences。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
7.鄭昭明(2006)。認知心理學：理論與實踐。臺北：桂冠圖書股份有限公司。new window  延伸查詢new window
8.Clark, Ruth C.、Nguyen, Frank、Sweller, John(2006)。Efficiency in learning: Evidence-based guidelines to manage cognitive load。Pfeiffer。  new window
9.張春興(2013)。教育心理學：三化取向的理論與實踐。臺北：東華。  延伸查詢new window
其他
1.網奕資訊(2008)。IRS即時反饋式創新教學，http://dlweb01.tzuchi.com.tw/DL/edu/cfd/doc/98-01-17/980117slide.pdf， 2011/02/27。  new window
圖書論文
1.Sternberg, R. J.、Lubart, T. I.(1999)。The concept of creativity: prospects and paradigms。Handbook of creativity。Cambridge University Press。  new window
2.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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