| Summary: | 碩士 === 臺北市立教育大學 === 視覺藝術學系視覺藝術教學碩士學位班 === 99 === In the research, the impact of applying interactive whiteboard (IWB) in the teaching of Art and Humanity Field on the learning motivation of third grade elementary school students is discussed. The results are expected to provide specific reference to the teaching of Art and Humanity Field involving information education. The research targets were 34 students from a third grade class in an elementary school in Taoyuan County. The main research method applied was action research while semi-structured interview and questionnaire investigation were also applied. A six-week three-unit IWB Art and Humanity Field teaching course was carried out.
The statistical method “Paired Sample T-Test” was applied to analyze whether the improvement in students’ learning motivation was better when the three teaching units were taught using IWB than if they were taught using traditional blackboard. It was found that, after teaching using IWB, students’ learning motivations for two of the units were significantly higher when IWB was used. Furthermore, in terms of the overall dimension score for the sub-scales in the “Learning Motivation for Art and Humanity Field Chart,” except for intrinsic goal motivation, the extrinsic goal motivation, task value motivation, control of learning beliefs, self efficacy for learning and performance and achievement motivation were all significant (p<.05). It means when students were under the environment where IWB teaching was applied, their learning motivation would indeed be higher than if traditional blackboard teaching was applied. Furthermore, the data from the descriptive analysis on “Students’ Feedback on IWB Teaching Questionnaire” show that students were full of expectations and learning interests towards using IWB. Lastly, in the learning feedback interview, students stated that they wished their teachers would keep using IWB to carry out teaching activities and believed applying IWB would help them understand the teaching content and teaching goals better and that they would be more interested in learning and more willing to raise their hands to speak.
The research conclusions are: (1) The two-track parallel strategy of integrating drawing on IWB and drawing on paper, with group drawing strategy, are the best teaching strategy for using IWB in Art and Humanity Field. (2) The shadow interference produced by the projector light and the insufficient touching time are the main problems of drawing on IWB. (3) The application of IWB in the teaching of Art and Humanity Field is helpful for improving students’ learning motivations. (4) Students’ learning motivations for Art and Humanity field are affected by the correctness of the IWB teaching strategy applied.
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