- 作者： 林凱胤 (通訊作者：林凱胤)
- 作者服務機構： 國立臺中科技大學通識教育中心
- 中文摘要：
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。 - 英文摘要：
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. - 中文關鍵字： 即時回饋、專注力、教室回饋系統
- 英文關鍵字： Timely Feedback, Concentration, Classroom Response System
