結合回饋與信號設計之平板即時回饋系統對大學生情境興趣與課堂注意力之影響

Abstract

本研究的目的為探討結合回饋與信號設計之平板即時回饋系統對大學生情境興趣與課堂注意力之影響。本研究採準實驗研究法，透過問卷、腦波數值資料與訪談質化資料進行分析。研究工具包含平板電腦、腦波儀(蒐集學生腦波注意力數值)、即時回饋系統、情境興趣量表、集中性注意力量表、學習成績與開放式訪談問卷。研究參與者為某兩所國立大學三個班級共 98 名大學生，隨機分組將學生分別指派至控制組(34人)與二個實驗組(每組各32人)。實驗組ㄧ在使用平板即時回饋系統後給予正確知識回饋資訊；實驗組二給予信號設計正確知識回饋資訊；控制組則給予知識結果回饋。實驗中同時蒐集各組部分受試者之腦波生理資訊，了解對注意力的影響。 本研究在92份有效樣本分析結果顯示，實驗組二在學生使用平板即時回饋系統在情境興趣上有顯著提升，特別是在探索性與新穎性，而實驗組一僅在挑戰性有顯著差異；在注意力方面，控制組、實驗組一與實驗組二在集中注意力與持續注意力沒有顯著差異。 本研究發現，平板即時回饋系統結合有信號設計回饋資訊能提升學生課堂情境興趣與持續注意力，表示結合信號設計的即時回饋系統有助於學生對於課堂學習，故在進行類似研究或教學設計時，可以依照課程內容、學習者學習成就適當加入有信號設計的回饋內容，提升課堂學習參與。

The purpose of this study was to investigate the effect of integrating feedback and signaling design with tablet IRS (Interactive Response System) on college students' situational interest and attention. The study utilized a quasi-experimental research design. Surveys, interview data, and brainwave activities were collected during the experiment. To assess the differences between the effects of no feedback, feedback, and singling feedback, the study collected data from three courses at the two large research college in Taiwan. A total of 98 students used tablet IRS to participate in this study. They were randomly assigned into a control group (N = 34), an experimental group 1 (N = 32), and an experimental group 2 (N = 32). The experimental group 1 was provided with KCR feedback after the tablet IRS activities; the experimental group 2 was provided with signaling KCR feedback; while KR feedback was provided for the control group. The results showed that tablet IRS with signaling feedback (experimental group 2) improved students’ situational interest, particularly in the sub-constructs of exploration and novelty. The challenge showed significant differences in the experimental group 1&2. Brainwave data showed no significant differences in attention among the three groups. The study concludes that tablet IRS with signaling feedback design improve students’ situational interest and sustained attention, indicating that such a design facilitate student learning. The instructors may consider using this method with different kinds of signaling design based on the teaching concept to improve students’ interest and participation.