視覺動作統整能力、空間能力在不同科技使用下對高一學生運動力學概念學習成效之影響

Abstract

本研究主要探討不同科技使用、視覺動作統整能力、空間能力對學生運動力學中之拋體運動整體、記憶認知層次、高階認知層次（理解、應用、分析）之概念學習成效的影響。研究參與者為211名私立高一學生，並依班級分為電腦組（使用電腦）、觸控組（使用平板電腦）、動感組（使用平板電腦及其重力加速度感測器）。研究資料來源為拋體運動概念評量，內容包含單選題、複選題與開放式問答題。研究結果顯示科技使用不同對整體拋體運動概念學習成效沒有顯著影響，但觸控組、動感組之另有概念減少幅度比電腦組大。且在記憶認知層次電腦組概念學習成效優於觸控組與動感組，在高階認知層次觸控組與動感組概念學習成效優於電腦組。視覺動作統整能力雖對於高階認知層次有顯著影響，但此影響不會因為科技使用組別的不同而有所差異。反之對於空間能力而言，電腦組相較觸控組與動感組可能會使高空間能力學生於記憶層次的概念學習成效較出色，但也可能使低空間能力學生於高階層次的概念學習成效有限，即以平板電腦為載具之科技使用可能會減低空間能力對學習成效的影響。 綜合上述結果，整體而言此單元之教學以使用平板電腦搭配觸控功能但不使用重力加速度感測器特性，學生學習效果可能較佳。且不同科技使用的學習成效會依據不同教學目標類型或不同空間能力學生而有所不同，但不受視覺動作統整能力之影響。This study identified the influence of different technology usage, visual-motor integration, and spatial ability on projectile motion concept learning, including cognitive levels of remember and advanced, in mechanics. 211 tenth grade students at a private senior high school in Taiwan divided into 3 groups (Computer group, Touch group, and Kinetic group) and participated in the 90-minute instructional lesson. Data collected from self-developed projectile motion assessment. The result of this study indicated that the concept learning effectiveness had no significant differences between technology usage groups. Although, students of Touch group and Kinetic group had more reduction of alternative concepts than Computer group. At the remember cognitive level, concept learning effectiveness of Computer group was better than Touch group and Kinetic group, but Touch group and Kinetic group were better than Computer group at the advanced cognitive level on the contrary. Visual-motor integration significantly influences concept learning effectiveness at the advanced cognitive level, but this influence does not vary with the different group. As far as spatial ability is concerned, high spatial ability students of Computer group had more concept learning effectiveness than the high spatial ability students of other groups. Also, low spatial ability students of Computer group had less concept learning effectiveness than the low spatial ability students of other groups. In conclusion, concept learning of this projectile motion unit would be promising with using tablet PC’s characteristic of touching and excluding gravity acceleration sensors. And, concept learning effectiveness with different technology usage might vary with instruction objective and spatial ability of students but does not vary with visual-motor integration.