| Summary: | 碩士 === 淡江大學 === 教育科技學系數位學習碩士在職專班 === 107 === The purpose of this study was to evaluate the impact of Interactive Response with Learning Analytics System Application in science and living technology class on elementary school students'' learning anxiety, classroom concentration and learning engagement. A quasi experiment was employed in this experimental design for six weeks. Subjects of this study were 45 6th grade students from the same elementary school. A questionnaire survey was conducted in the science and living technology class, in which the response system teaching was administered. A total of 45 questionnaires were recovered. Descriptive statistics, Paired Sample t-test, and One-way ANOVA were applied to examine the the collected data.
The result showed that (1) the use of IRS in the science and living class made no significant impact in lowering students’learning anxiety. (2) However, the IRS system significantly improved the students’classroom concentration and learning engagement. (3) Additionally, with the use of this system in class, students who spent averagely 3~4 hours on this subject made significant improvement on their classroom concentration and learning engagement. (4) Students were highly impressed with the AI-Online system and were satisfied with the enhanced teacher-student interaction and learning effect.
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