緒論：在傳統羽球教學環境中，指導者會發現由於羽球揮拍相當快速，若沒有任何科技的輔助，對提高學習者的動作技能相對困難。為了解決這個問題，本研究運用較新的Kinect攝影機實做出羽球的動態分析教學系統，該系統結合了骨架追踪、即時動作比對、自動評分功能，提供指導者客觀即時回饋資訊，可有效提升學習者學習效率與降低指導者教學負擔。方法：研究方法採準實驗設計法，以「羽球教學系統」融入體育課程為實驗組，傳統教學法為控制組，教學實驗不含前後測共計8週。統計方法採描述性統計敘述各技術得分之平均數與標準差、相依樣本t檢定檢測實驗組與控制組在學習前與學習後之學習成效是否有顯著提升、獨立樣本單因子共變數分析檢測實驗組之技能學習成效是否顯著優於控制組。結果：本研究經由成對樣本t檢定分析結果顯示，在發球部分，實驗組與控制組之後測成績皆顯著優於前測成績；在殺球部分，實驗組後測成績顯著優於前測成績，控制組後測成績雖優於前測成績，但未達顯著水準。此外，經由共變數分析結果顯示，無論在發球或殺球技能學習成效，實驗組的後測成績皆顯著優於控制組。結論：研究結果證實運用Kinect所發展之羽球教學系統能夠偵測與捕捉一般肉眼無法辨識的快速揮拍動作，學習者可藉由清晰與精確的即時回饋資訊，配合指導者的說明，強化肩膀、手肘與手腕的協調運作，藉此提升羽球技能學習成效。

Introduction: The traditional badminton teaching method, which is free of any technology assistance, has been practiced for many years. Without technology, instructors find it difficult to improve learners’ motion skills due to the swiftness of swings in badminton. To address this issue, this study developed a badminton teaching system using a Kinect camera to conduct kinesthetic analysis with the functionalities of skeleton tracking, instantaneous motion comparison and automatic grading. These functions assist instructors in providing instant and objective feedback to learners so that the learning effectiveness can be enhanced and the teaching burden can be reduced. Method: This study adopted a quasi-experimental design and assigned participants into an experimental group and a control group. The former adopted the badminton teaching system into teaching, and the latter used the traditional teaching method. The entire experiment, exclusive to the pretest and posttest, lasted for eight weeks. Three statistical methods were used in this study. Descriptive statistics were first applied to describe the mean and the standard deviation. Second, a paired-sample t-test was adopted to examine whether there were significant improvements in the experimental and control groups before and after skill learning. Third, ANCOVA was used to test whether the learning outcomes of the experimental group were significantly better than those of the control group. Results: After the analysis of the paired-sample t test, the results showed that for serving, the posttest scores of the experimental and control groups were significantly higher than the pretest scores. For smashing, the posttest scores of the experimental group were significantly higher than the pretest scores. However, although the posttest scores of the control group for smashing were also higher than the pretest scores, the performance was not significant. Moreover, after the ANCOVA, all the results of serving and smashing showed that the posttest scores of the experimental group were significantly higher than those of the control group. Conclusion: The study shows that the badminton teaching system using Kinect could effectively capture swift movements that are unrecognizable through normal eye observation. Badminton learners could increase their learning effectiveness with clear and accurate instant feedback on the system as well as the instructor’s explanations to reinforce the coordination of shoulders, forearms, and elbows. The badminton teaching system could be an effective instrument to help learners facilitate learning effectiveness.