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研究生:曾建豪
研究生(外文):TSENG, CHIEN-HAO
論文名稱:大學生生活型態對專注力及學習成效影響之探討
論文名稱(外文):The Effect on Concentration and Learning Achievement of College Students’ Life Style
指導教授:吳玫瑩吳玫瑩引用關係
指導教授(外文):WU, MEI-YING
口試委員:周菡苹黃俊穎
口試委員(外文):CHOU, HAN-PINGHUANG,CHUN-YING
口試日期:2018-06-28
學位類別:碩士
校院名稱:中華大學
系所名稱:資訊管理學系
學門:電算機學門
學類:電算機一般學類
論文種類:學術論文
論文出版年:2018
畢業學年度:106
語文別:中文
論文頁數:83
中文關鍵詞:生活型態專注力學習成效活動量睡眠時數
外文關鍵詞:LifestylesConcentrationLearning AchievementActivity LevelSleep Duration
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隨著資訊科技日新月異,智慧行動裝置推陳出新,在重視個體的生活健康狀況觀念越來越普遍之下,能了解健康狀況的穿戴式裝置也逐漸融入現今人們的生活中。而不同的生活型態,是否會影響大學生在課堂上的專注力與學習成效?因此本研究以新竹市C大學之資訊工程學系、資訊管理學系、生物資訊學系三科系之大一、大二的97位學生為樣本,以智慧型手環探討不同的生活型態對課堂專注力及學習成效、學期成績之影響。
本研究結果發現,大學生的生活活動量不足,每日平均活動步數僅有3920步,建議教育單位應鼓勵大學生應多走出戶外活動,增進活動量維持身體健康;而大學生的平均睡眠時數為7.233小時,符合專家建議標準,但週末的睡眠時數明顯較平日來的多;大學生的活動量在課堂專注力上無顯著影響,但活動量高的學生,在學期成績上表現較為優異;而不同睡眠時數的學生在專注力上有顯著差異,睡眠大於9小時的學生在專注移動、專注持續、專注強度上顯著大於睡眠小於6小時的學生,且睡眠小於6小時的學生在專注容量、專注意識、專注移動、專注持續、專注強度構面上皆為各組最低分;而不同睡眠時數在學習成效的比較上雖未達顯著水準,但睡眠時數大於9小時的學生,在學習成效的平均分數皆優於其他各組;而專注力各構面皆與學習成效呈現高度相關性,以迴歸分析後可發現迴歸模式存在,且解釋力達到63.9%,且均可發現學期成績越好的學生,在專注力的平均分數越高,顯示專注力不論對於學期成效、學期成績的表現上,都具有一定的影響力。

With the advance of information technology and an increasing emphasis on healthy lifestyle, smart mobile devices have been continuously developed and innovated, and the wearable devices have been gradually integrated into people’s life. A question is whether different lifestyles influence university students’ concentration in class and learning achievement? Focusing on the use of smart bracelet, this study sampled the first and second-year, ninety-seven university students from the departments of computer science, information management, and bioinformatics in a university (University C) in Hsinchu City, Taiwan, to investigate the effect of lifestyle on student concentration in class, learning achievement, and semester grades.
The results indicated that the university students had insufficient physical activities; the average number of daily walking steps was only 3,920. Thus, we suggested that the education authorities should encourage university students to conduct outdoor activities and to increase their activity level and maintain health. Moreover, the university students averagely had 7.233 hours of sleep per day, which meets the standard recommended by health professionals, and they had more sleeping hours during weekends than during weekdays. The students’ activity level did not significantly affect their concentration in class; however, students with high activity level obtained higher semester grades than those with low activity level. Students with different sleeping durations showed significantly different levels of concentration in class. Those who slept more than 9 hours a day had significantly higher levels of concentration movement, duration, and intensity than those who slept less than 6 hours. In addition, students sleeping less than 6 hours a day obtained the lowest scores of concentration capacity, consciousness, movement, duration, and intensity among all sleep duration groups. Although students with different sleeping durations did not significantly differ in their learning achievement, those who slept more than 9 hours a day had the highest average score of learning achievement among all sleep duration groups. All the dimensions of concentration were highly correlated with learning achievement. After the regression analysis, a regression model was obtained and had an explanatory power of 63.9%. The analysis results showed that students with higher semester grades had higher average scores of concentration, indicating that concentration exerts a certain level of influence on students’ learning achievement and semester grades.

摘要 ii
Abstract iii
誌謝 v
表目錄 viii
圖目錄 x
第一章 緒論 1
1.1研究動機 1
1.2研究目的 3
1.3研究範圍與對象 3
1.4研究流程 3
第二章 文獻探討 5
2.1學習成效 5
2.2活動量 8
2.3 睡眠 12
2.4專注力 15
2.5 智慧型穿戴裝置 19
第三章 研究方法 26
3.1 研究架構及假說 26
3.2 研究構面之操作型定義 29
3.3問卷設計 31
3.4研究對象及抽樣設計 38
3.5資料分析方法 39
第四章 資料分析 41
4.1問卷發放與回收 41
4.2問卷信度分析 42
4.3描述性統計分析 43
4.4睡眠時數對專注力與學習成效之差異分析 53
4.5活動量對專注力與學習成效之差異分析 55
4.6專注力對活動量與學習成效相關分析 57
4.7專注力對學習成效之迴歸分析 58
4.8專注力對學期成績之差異分析 59
4.9假說驗證 61
第五章 結論與建議 62
5.1研究結論與建議 62
5.2研究貢獻 66
5.3研究限制與未來研究方向 67
參考文獻 68
中文部分 68
英文部分 72
網頁部分 78
附錄一:正式問卷 80

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