Research on the Attention Influence with the Zentangle Curriculum for the Grade Two Students of Elementary School

• Main Authors: CHANG,HSIAO-HSUAN, 張筱暄
• Other Authors: WU,CHEN-FENG
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/289m2m

碩士 === 育達科技大學 === 資訊管理所 === 107 === Working in the education field for many years, the researcher has frequently heard teachers complaining about student not concentrating or being distracted by other things in class, leading to low learning outcomes. This observation motivates the researcher to investigate issues related to the improvement of students’ attention. With a great interest in art creation, the researcher chanced on Zentangle art and started to learn it. During the learning process, the researcher realized that the spirit of Zentangle emphasizes more on the learner’s concentration during the process than the result of the drawing. Because of the high concentration, those who engage in Zentangle drawing can enjoy a sense of relaxation similar to that obtained through meditation. Thus, the researcher intended to help students to experience the feeling of concentration through Zentangle drawing, thereby increasing their concentration in class, which predominantly involved visual stimulation. This study adopted a single-subject experimental design and a convenience sampling technique to recruit participants from the class taught by the researcher. The students were taught Zentangle drawing once weekly for a total of eight weeks. In the experiment, a multidimensional attention scale was employed for design of the pretest and posttest, which were conducted before and after the eight-week Zentangle classes. The pretest and posttest results were analyzed and compared statistically and qualitatively. The results showed that the Zentangle classes designed in this study significantly increased the attention of second-grade elementary school students, and such increase was not significantly different between boys and girls. Regarding improvements in the three dimensions of attention, sustained attention exhibited the most significant improvement, followed by divided attention and then selective attention. According to the research results, the Zentangle class developed in this study can be promoted to help learners relieve stress, stay calm, and learn to concentrate. Future studies may examine the diverse influence of Zentangle drawing on learners of various types