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題名 | 啟智學校高職部學生於電腦輔助教學之注意力與學習動機之研究=A Study on the Junior High Students' Attention and Motivation in Computer-assisted Instruction--An Example from Tainan School for the Mentally Retarded |
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作者 | 黃富廷; Huang, Fu-ting; |
期刊 | 東臺灣特殊教育學報 |
出版日期 | 20021100 |
卷期 | 4 2002.11[民91.11] |
頁次 | 頁151-170 |
分類號 | 529.62 |
語文 | chi |
關鍵詞 | 智能障礙; 學習動機; 注意力; 電腦輔助學習; 電腦輔助教學; Mental retardation; Motivation; Attention; Computer-assisted learning; CAL; Computer-assisted instruction; CAI; |
中文摘要 | 本研究從台南啟智學校抽取161 位高職部學生,以了解其於電腦輔助教學 (CAI) 中所表現之注意力與學習動機,其結果如下: 1. 高年齡組之注意力後測平均數大於低年齡組。 2. 高鍵盤操控能力組(HK 組)之注意力前測與前後差平均數大於低鍵盤操控能力組(LK 組)。 3. 低滑鼠操控能力組(LM 組)之注意力前測平均數大於高滑鼠操控能力組(HM 組),但HM 組之注意力前後差平均數卻大於LM 組。 4. 女生之學習動機前測平均數大於男生,但男生之學習動機前後差平均數卻大於女生。 5. LM組之學習動機前測平均數大於HM組。 6. LK組之學習動機前測平均數大於HK組,但HK組之學習動機前後差平均數卻大於LK組。 7. 選擇CAI 軟體時,首先應考慮如何持續吸引智障學生之注意力與學習動機。 8. 教師在CAI 中激勵學生之師生互動角色,乃電腦軟體所無法取代。 9. 在影響高職部智障生於CAI 之注意力與學習動機的所有自變項中,滑鼠操控能力、鍵盤操控能力係為其中之交集部分。 10. 受試者於CAI 之學習動機與注意力較平常之傳統教學為佳。 11. CAI學習內容之難易度可影響受試者之注意力。 12. 「上電腦課」可用於改善智障學生之教室問題行為。 13. 電腦之影、音、圖、文多元刺激和立即回饋之特性可吸引智障學生。 |
英文摘要 | The researcher sampled 161 junior high MRS's from Tainan School for the Mentally Retarded, and treated them with both mouse and keyboard manipulation trainings. The results finally revealed as follows: 1.Older MRS's scored higher than younger ones in post-test attention. 2.The group with higher keyboard manipulation skill (Group HK) scored more than that with lower keyboard manipulation skill (Group LK) in both pre-test attention (PTA) and attention difference between pre-and post-test (ADPPT). 3.The group with lower mouse manipulation skill (Group LM) scored more than that group with higher mouse manipulation skill (Group HM) in PTA, but Group HM scored more than Group LM in ADPPT. 4.The female scored more than the male in pre-test motivation (PTM), but the male scored more than the female in motivation difference between pre-and post-test (MDPPT). 5.Group LM scored more than Group HM in PTM. 6.Gourp LK scored more than Group HK in PTM, but Group HK scored more than Group LK in MDPPT. 7.While selecting CAI software, the major consideration should be focused on how to keep the MRS's attention and motivation permanently. 8.The teachers' interaction role of encouraging MRS's in CAI could be never replaced by software. 9.The union independent variables among all those affecting the MRS's attention and motivation in CAI were mouse-and keyboard-manipulation skills. 10.The MRS's attention and motivation revealed higher in CAI than in traditional instruction. 11.The difficulty of CAI contents could still affect the MRS's attention. 12.The permission of allowing the MRS's to join the CAI class could be an enforcement to modifying their behavioral problems. 13.The computer traits of both visual, auditory, graphical, and text stimuli and instant feedback could attract the MRS's attention and motivation. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。