The Effects of Digital Learning Environment and Instructional Approach on Senior High School Students’ Performance and Motivation toward Homopolar Motor Experiment

• Main Authors: Shih, Po-Hao, 施柏豪
• Other Authors: Chen, Ming-Puu
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/dwh559

碩士 === 國立臺灣師範大學 === 資訊教育研究所 === 105 === The purpose of this study was to investigate the effects of different digital learning environments and instructional approaches on senior high school students’ performances and motivation toward the learning of homopolar motor experiment. The participants were the tenth graders and the effective sample size was 105. A quasi-experimental design was employed and the independent variables were type of digital learning environment and instructional approach. The digital learning environments included augmented reality and digital simulation while the instructional approaches involved Play-Learn and Learn-Play. The dependent variables were the students’ learning performance and learning motivation. The results revealed that: (a) for knowledge comprehension performance, learners in the group of digital simulation outperformed the learners in the group of augmented reality; (b) concerning the knowledge application, the learners in the group of augmented reality using Learn-Play approach outperformed the learners using Play-Learn approach; while in the group of digital simulation, the learners using Play-Learn approach outperformed the learners using Play-Learn approach; (c) with respect to the learning motivation, all participants showed positive motivation toward the employed learning environments; and (d) in particular, learners in the group of augmented reality revealed higher degree of motivation toward the participation and learners using Play-Learn approach presented higher learning motivation.