The Influence of Different Technology-integrated Instructions on Motor Skill Learning: A Case Study of Error-based Learning

• Main Authors: Kuei-Pin Chien, 簡桂彬
• Other Authors: Sufen Chen
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/9dz8pp

博士 === 國立臺灣科技大學 === 數位學習與教育研究所 === 105 === This study aims to investigate the influence of different technology-integrated error-based instructions on motor skill learning. The participants were 86 undergraduate students enrolled in three introductory Pétanque courses.The courses were all taught with error-based teaching strategies for 6 weeks.They were divided into no technology- integrated group (n=31), low technology-integrated group (iPad) (n=24) and high technology-integrated group (iPad+App) (n=31). The research data included motor skill knowledge as measured by the worksheets distributed to students in the second and fourth weeks, a questionnaire that measured skills self-efficacy, an achievement test, and interviews about learning in Pétanque courses after the 6 weeks intervention, and a retention achievement test six weeks apart. The immediate and retention tests were graded according to motor skill results and motor skill performance, which were analyzed by two-way ANOVAs (3groups*2tests). Moreover, skills self-efficacy and knowledge of motor skill learning were analyzed by one-way ANOVA. The result showed that high technology-integrated group scored significantly higher than no technology-integrated group in motor skill results. Both high and low technology-integrated groups performed significantly better than no technology-integrated group in immediate and retention motor skill performance. The high technology-integrated group was also the best among three groups in the second worksheet, which focused on strategy application. As for interviews about learning in Pétanque courses, the result indicated that guided error-based learning promoted students’ active learning in all groups. Learning was enhanced by the use of iPad and App because students’ metacognition was triggered.