學習風格與神馳經驗對數位學習成效的影響

Abstract

[[abstract]]本研究旨在探討數位學習中，不同的學習風格與神馳經驗是否會對學習者的學習成效造成影響。為有效達成研究目的，研究者所使用研究工具包含學生個人資料表、Kolb學習風格量表、神馳經歷與神馳經驗感覺程度量表、課前測驗與課後測驗、學習滿意度與自評績效問卷等。 本研究之研究對象為國立高雄師範大學資訊教育研究所碩士班學生，所進行之課程為多媒體課程，實驗環境為JoinNet同步視訊會議系統。研究者將研究數據進行描述統計分析、無母數之單因子變異數分析（Kruskal-Wallis H）、斯皮爾曼相關分析（Spearman‘s Correlation）等，考驗研究假設並回答研究問題。 本研究主要的研究發現為： 壹、不同學習風格的學習者，其數位學習成效的差異性顯著。 貳、學習者之學習風格差異，會影響數位學習之神馳經驗。 參、學習者的神馳經驗，與其數位學習成效具備相關性。 本研究探討數位學習環境中，學習者之學習風格對神馳經驗的影響、以及學習風格與神馳經驗對學習成效的影響，期能提供適切的建議予有心致力於改善數位教學環境的教育工作伙伴。

[[abstract]]The purpose of the study was to investigate different learning styles and flow experiences to the effectiveness of E-Learning. To fulfill this purpose, instruments consisted of demographic survey, Kolb learning style scale, flow experience scales, pre-test and post-test of content, learning satisfaction and introspection questionnaire were used. The samples of this study were one class in the Department of Information Computer Education of National Kaohsiung Normal University in Taiwan, 2004. The course was “multi-media” and proceeded in a netmeeting online system named JoinNet. The statistical analyses for examining the assumptions were including Kruskal-Wallis H, Spearman’s correlation Analysis, etc. Findings of this study show that, firstly, there is significant difference between different learning-style samples in their learning effectiveness. Secondly, there is statistically significant difference between different learning-style samples in their flow experiences. Thirdly, there is some correlation founded in samples’ flow experience and learning effectiveness.