The Impacts of Information Technology Integrating into Physical Education on Motor Skills Learning and Learning Motivation for the 5th Grade Elementary School Students

• Main Authors: Chen, Chia-Hung, 陳嘉弘
• Other Authors: Chou, Chien-Chih Ph. D.
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/05024967769112923768

碩士 === 臺北巿立體育學院 === 運動科學研究所 === 93 === The targets of this study were two classes of 5 grade in certain elementary school of Wan-Hua area in Taipei. There were totally fifty students, and two classes were divided into experimental group and control group. In order to compare the effects and relationships of motor skills learning and learning motivation of ARCS model between experimental group and control group. The experimental group was physical education integrated into information technology, but the control group was not. The results of this study were as following: 1. There was a significant difference between the experimental group (μ= 3.87) and the control group on the comparison of learning motivation after information technology integrated into physical education. But there was non significant difference on motor skills learning. 2. There was a significant difference on motor skills learning of the experimental group after information technology integrated into physical education(t= -5.26)，and the result of post-test was superior to pre-test(μ= 2.93>2.52). There was non significant difference between pre-test and post-test on motor skills learning of the control group. 3. There was a significant difference between pre-test and post-test on learning motivation, attention, relevance and confidence(t= -4.21, -4.92, -2.26,-4.34), and the result of pre-test(μ= 3.87, 4.07, 3.74, 3.99)was superior to pre-test (μ= 3.53, 3.52, 3.51, 3.50). But there was non significant difference between pre-test and post-test on the control group. 4. Learning motivation of the experimental group was significantly positive correlated to motor skills learning(r= .36) after information technology integrated into physical education, but the control group was not. 5. The confidence of learning motivation was the most predictable to motor skills learning after information technology integrated into physical education (r= .50, β= .50).