臺灣博碩士論文加值系統

從一出生就大量接觸各種多媒體設備的 i 世代,頻繁的在各種應用程式之間 切換,媒體多工使用已經是一種常態現象;近年來,包括人工智慧的發展、網路 教材的成熟、遠距互動教學的盛行等因素也助長了多工學習。
本研究以新北市某國民小學學生為對象,研究性別、年級在媒體使用及多重 任務人格、媒體多工形態、學習態度的差異;以及影響多工學習態度的因素。研 究結果顯示,國小學生媒體使用總時間有隨著年級而增加的情況,而遊戲時間為 影響媒體使用總時間的主因;學生在媒體進行社交時,通常同時進行媒體瀏覽以 及其他多工行為。多工人格特質愈強,其使用各種多工形態的趨向愈高。遊戲時 間與學習態度_情意、學習態度_行為呈現顯著正相關;多工人格特質與多工形態 呈現顯著正相關;多工人格特質與多工形態顯著影響學習態度。
根據上述結果,本研究建議進行媒體多工學習時,可著重的重點為:教育課 程設計能兼顧學生需求,並且結合學校課程。公司或學校進行師資的教育訓練除 了教學專業素養之外,宜加強資訊科技素養。當學生進行多工學習時,充分發揮 活動空檔時的生產力、設定多重任務界限、建立主要優先事項清單、消除環境干 擾,四個技巧可以減少多工帶來的負面影響。

The object of this study is the primary school students , we investigated the differences in gender and grade levels in media use, polychronic personality, content consumption patterns, learning attitudes, and the factors that influence multitasking learning attitudes among elementary school students in New Taipei City.
According to the study, the total time spent on media increased with grade levels, and game-playing was the main factor dominating the total time consumed on media. The stronger the polychronic personality trait, the higher the tendency to use various multitasking styles. There was a significant positive correlation between game-playing time v.s. affective and behavioral learning attitude; and between polychronic personality traits and content consumption patterns; furthermore, polychronic personality traits and content consumption patterns significantly affected learning attitude.
Based on the above findings, this study suggests that the following learning priorities can be emphasized in media multitasking: maximizing productivity during activity gaps, setting boundaries for multitasking, establishing a list of key priorities, and eliminating environmental distractions.

目錄
摘要 ................................................................................................................ i ABSTRACT .................................................................................................ii 誌謝 ..............................................................................................................iii 目錄 .............................................................................................................. iv 表目錄 .........................................................................................................vii 圖目錄 ........................................................................................................viii 一、緒論 ....................................................................................................... 1
1-1 研究背景 ........................................................................................... 1
1-2 研究動機 ........................................................................................... 4
1-3 研究目的 ........................................................................................... 6
1-4 名詞釋義 ........................................................................................... 7
1-4-1 多工人格特質 ......................................................................... 7
1-4-2 媒體多工 ................................................................................. 7
1-4-3 學習態度 ................................................................................. 8
二、文獻探討 ............................................................................................... 9
2-1學習與教學理論 ............................................................................... 9
2-1-1 Vygotsky 的社會文化理論 ..................................................... 9
2-1-2 Piaget 的認知發展理論 .......................................................... 9
2-1-3 反思性教學.............................................................................10
2-2媒體多工 ......................................................................................... 11
2-2-1 個人多媒體人格特質 ........................................................... 11
2-2-2 多工使用形態 ....................................................................... 12
2-2-3 網路社群媒體的特質 ........................................................... 14
2-3學習態度 ......................................................................................... 15 2-4感官對媒體訊息之處理與整合 ..................................................... 16
三、研究方法 ............................................................................................. 18 3-1 研究架構與變數 ............................................................................. 18
3-1-1 研究架構 ............................................................................... 18 iv
3-1-2 研究假設 ............................................................................... 19
3-1-3 研究變數 ............................................................................... 19
3-2研究樣本及抽樣方法 ..................................................................... 22 3-3統計分析方法 ................................................................................. 23
3-3-1 敘述統計 ............................................................................... 23
3-3-2 t 檢定 ..................................................................................... 23
3-3-3 單因子變異數分析 ............................................................... 23
3-3-4 相關分析 ............................................................................... 24
3-3-5 迴歸分析 ............................................................................... 24
四、研究結果 ............................................................................................. 25
4-1樣本資料分析及敘述統計 ............................................................. 25
4-1-1 樣本性別及年級分佈 ........................................................... 25
4-1-2 媒體使用情況敘述統計 ....................................................... 26
4-1-3 多工人格特質、媒體多工形態、以及多工強度敘述統計
................................................................................................ 28
4-2國小學生不同背景變項之差異分析 ............................................. 29
4-2-1 性別差異分析 ....................................................................... 29
4-2-2 年級差異分析 ....................................................................... 30
4-3相關分析 ......................................................................................... 32
4-3-1 媒體使用情形與多工強度之關係 ....................................... 33
4-3-2 多工人格特質與多工形態之關係 ....................................... 33
4-3-3 多工人格特質、多工形態與學習態度之關係 ................... 33
4-4迴歸分析 ......................................................................................... 33
4-4-1 影響學習態度之迴歸模型 ................................................... 33
4-4-2 影響學習態度—認知之迴歸模型 ....................................... 35
4-4-3 影響學習態度—情意之迴歸模型 ....................................... 36
4-4-4 影響學習態度—行為之迴歸模型 ....................................... 37
五、結論與建議 ......................................................................................... 38
5-1
結論 ................................................................................................. 38 5-1-1 媒體使用總時間 ................................................................... 38 5-1-2 多工人格特質、媒體多工形態以及多工強度、學習態度之
表現 ........................................................................................ 38 5-1-3 多工人格特質、多工形態與學習態度之關係 ................... 38
v
5-2 建議 ................................................................................................. 39
5-2-1 教育課程設計 ....................................................................... 39
5-2-2 師資培養 ............................................................................... 40
5-2-3 學生方面 ............................................................................... 41
參考文獻 ..................................................................................................... 45 附錄一 ......................................................................................................... 49 附錄二 ......................................................................................................... 55
vi
表目錄
表1 媒體多工者的人格特質構面定義及量表...................................... 19
表2 媒體多工形態構面定義及量表......................................................20
表3 媒體多工者的人格特質構面定義及量表...................................... 21
表4 多媒體同時使用的狀況調查表......................................................22
表5 性別分佈 .......................................................................................... 25
表6 年級分佈 .......................................................................................... 26
表7 媒體使用情況敘述統計 .................................................................. 27
表8 多工人格特質、媒體多工形態、以及多工強度、學習態度之敘述
統計 .................................................................................................. 28
表9 性別差異之 t 檢定...........................................................................29
表10 年級差異之單因子變異數分析結果............................................ 30
表11 Post Hoc Scheffe 法檢定多重比較結果 ....................................... 31
表12 相關係數矩陣 ................................................................................ 32
表13 學習態度之迴歸模型 .................................................................... 34
表14 學習態度—認知之迴歸模型........................................................35
表15 學習態度—情意之迴歸模型........................................................36
表16 學習態度—行為之迴歸模型........................................................37
vii
圖目錄
圖 1 核心素養的滾動圓輪意象................................................................2
圖 2 多工學習之研究架構......................................................................18

一、中文部分
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[8]張春興,教育心理學:三化取向的實踐與實踐,東華書局,台北市,民國八十九年。
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[19]潘競恆,「多媒體潮流下之公共服務行銷與管理」,國土及公共治理季刊,第五卷第一期,42 – 54 頁,民國一百零六年,三月。
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二、英文部分
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三、網路部分
1. 108 課綱資訊網。2020 年 五月十日。
取自:https://12basic.edu.tw/index.php
2.賈至達:智慧型科技與行動學習:以手機 APP 為例,台灣網路科教館。2019 年取
自 :https://www.ntsec.edu.tw/LiveSupply-Content.aspx?cat=6843&a=6829&fld
=&key=&isd=1&icop=10&p=1&lsid=15505
3.有效處理多重任務的四個基本技巧。2020 年四月十日。取自:
https://www.microsoft.com/zh-tw/microsoft-365/business-insights-ideas/resour ces/multitasking-effectively-four-essential-tips