智慧學習：探討行動載具app介入對大學生運球學習成效與知覺能力之影響

Smart Learning: Exploring the Effect of App Intervention on Students' Dribbling Learning Performance and Perceived Competence

10.6569/NTUJPE.202309_(45).0005

方佩欣(Pei-Hsin Fang)；游志弘(Chih-Hung Yu)；邱榮貞(Jung-Chen Chiu)

資訊科技 ； 籃球課 ； 教學策略 ； information technology ； basketball course ； teaching strategies

臺大體育學報

45輯（2023 / 09 / 01）

49 - 62

繁體中文;英文

緒論：本研究目的在於應用資訊科技於籃球課程教學，探討行動載具app介入對學生運球學習成效及知覺能力之影響。方法：本研究採準實驗設計法，對象為兩班選修籃球課程之大學男生。以一個班級共36人為實驗組，採用HomeCourt app進行介入；選取一班共38人為對照組，以傳統教學法（教師講授與示範）為主。課程實驗介入共進行10週，一週一次籃球課程，一次兩小時。蒐集數據包含：自覺運動能力、知覺能力、運球技術前測（能力同質檢定）、運球學習成效（300 combo），並將所得資料進行描述性統計、獨立樣本t檢定、共變數分析。結果：一、排除自覺運動能力的影響後，兩組在運球學習成效達顯著；排除運球技術前測、知覺能力前測後，兩組在運球學習成效則未達顯著。二、兩組在知覺能力後測分數未達顯著。三、利用詹森-內曼法發現，當學生的知覺能力前測分數低於2.689時，實驗組的教學介入成效才會顯著高於對照組；當學生的知覺能力前測分數高於3.454時，對照組的傳統教學反而比實驗組獲得顯著成效。四、從學生回饋可知，app的遊戲性、互動性、挑戰性能讓學生減少對基礎技術練習的排斥。結論：HomeCourt APP做為運球教學的介入雖有使用上的限制，但在基本與進階運球學習、學生對籃球技術練習的態度改變上有所幫助。

Introduction: This study aims to the application of information technology to basketball teaching and explores the impact of APP intervention on students' dribbling learning performance and perceived competence. Methods: We use a quasi-experimental design, targeting at college students enrolled in basketball courses. There are 36 students assigned to the experimental group in total. The HomeCourt APP is the main intervention. Instead, the traditional teaching method, mainly teachers' teaching and demonstration, is applied to control group (38 students). The intervention is given once a week for 10 weeks and each session lasts 120 minutes. We collect data included student's perceived sport ability, perceived competence, pre-test of dribbling skills (test of homogeneity), and dribbling learning performance (300 combo). Descriptive statistics, pair-sample t-test, and ANCOVA are used for statistical analysis. Results: Frist, after excluding the influence of perceived sport ability, there is significantly different on dribbling learning performance between two groups. However, after excluding the pre-test results of dribbling skills alongside pre-test results of perceived competence, there is no significant difference between two groups. Second, there is no difference on score of post-perceived competence between two groups. Third, according to the results of ANCOVA by Johnson-Neyman method, APP intervention is more effective than traditional teaching method, when the score of perceived competence pre-test is lower than 2.689. When the score of perceived competence pre-test is higher than 3.454, the traditional teaching method is more effective than APP intervention. Finally, according to the feedback of students, it can be seen that gameplay, interactivity, and challenge of HomeCourt APP can reduce students' rejection of basic technical learning. Conclusion: Although the Home Court APP has restrictions on its use as an intervention of dribbling learning, it is helpful for basic and advanced dribbling learning and changing students' attitude towards basketball skill practice.

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