體感創客在跨領域教學中的創作表現與其創作過程所扮演的合作角色評估

Assessing the Performance of Creative Works and Collaborative Roles Played by Motion-Sensing Makers in an Interdisciplinary Teaching Activity

10.6173/CJSE.201812/SP_26.0001

潘文福(Wen-Fu Pan)；謝金威(Jin-Wei Shieh)

合作角色 ； 創客 ； 資訊系統成功模式 ； 跨領域 ； 體感 ； Collaborative Role ； Maker ； Information System Success Model ； Interdisciplinary ； Motion-Sensing

科學教育學刊

26卷S期（2018 / 12 / 01）

377 - 398

繁體中文

本研究的目的在於設計與實施體感創客之跨領域教學，然後分析教學前後師生對創作表現的成效評價、評價的一致性，以及歸納創作過程中學生所扮演的合作角色。本研究採取行動研究法，將教學行動分成規劃、實踐、檢核等三個任務階段，最後歸納結論並提出修正行動，以作為未來規劃跨領域教學之參考。本研究參與對象有一所高職17名學生與4位跨域老師，實施時間為105學年度上學期10週20節課。研究工具有創作成效評估問卷、半結構討論大綱，分析方法為層級分析、等級相關、整體敏感度、次數歸納與卡方考驗。本研究所獲結論如下：一、全體師生對作品的評價結果高低依序為：預防近視、舞出音符、體感電風扇、氣功大師、電視遙控器；而品質評價依序為：互動性、應用性、功能性，作品的資訊品質（互動性）最受肯定；二、全體師生教學前後的評價並無顯著一致性（r= .600, p = .285），其中對品質的評價發現，服務品質屬於期望─確認理論之正失驗改變類型，可見師生對此品質的感受超乎教學前預期；而對作品的評價發現「預防近視」也屬於正失驗類型，亦即師生對該組作品之感受也超乎預期；三、參與學生願意主動扮演提出創意點子的合作角色，而不想扮演旁觀角色。最後，本研究亦提出一些建議供參考。

This study aimed to plan and implement interdisciplinary teaching with motion-sensing makers, and to check the performance of makers' works. Then the evaluation consistencies before and after teaching were compared, and the cooperative roles in process were also analyzed. This study adopted an action research method. The teaching action was divided into planning, implementing, and checking tasks. Finally, the researcher proposed revision action served as references for planning interdisciplinary teaching. The participants were 17 students in a senior high school, and 4 interdisciplinary supervisors. The duration of activity was the first semester of the 105th academic year, total 20 lessons for 10 weeks. Research tools included the questionnaire for assessing performance and the semi-structured outline for discussion. The statistical methods were adopted including analytic hierarchy process, spearman's rank correlation and performance sensitivity. The discussion results were inducted with frequency percentage and chi-square test. The conclusions were as follows: (1) the works evaluated by all the teachers and students were ranked as follows: prevention of myopia, playing the piano by dancing, gesture fan-controller, qigong master, and TV remote controller. The evaluation rankings of creation quality were interactivity, applicability, and functionality. (2) There was no significant consistency in the evaluation before and after teaching (r = .600, p = .285). For all works' quality, this study found that service quality was the positively disconfirmed type based on Expectation-Confirmation Theory. That is, this quality was better than the expected applicability after teaching. For work performance, the ＂prevention of myopia＂ was also the positively disconfirmed type. That is, this work was considered better than the expected performance. (3) During teaching process, students were willing actively to play the role of proposing creative ideas but didn't want to play the role of bystanders. Finally, the researcher proposed some suggestions for references.

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