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    題名: 應用Kahoot!提升國中生英語學習投入程度之行動研究
    Integrating Kahoot! to improve student engagement: an action research study on an EFL junior high class
    作者: 柯婷軒
    Ke, Ting-hsuan
    貢獻者: 招靜琪
    Chao, Chin-chi
    柯婷軒
    Ke, Ting-hsuan
    關鍵詞: 學習投入程度
    學生即時反饋系統
    Kahoot!
    Student engagement
    Student response system
    Kahoot!
    日期: 2018
    上傳時間: 2018-07-13 15:07:34 (UTC+8)
    摘要: 本研究旨在以兩階段的課室教學設計,探討在台灣國中英語課程中融入學生即時反饋系統 (Student Response System) – Kahoot!,對於改善並提升台灣北部某國中二十七位學生的學習投入程度之可行性。本研究採取行動研究方式在十二週內設計並進行兩階段教學研究。研究方法主要包含背景問卷調查、學習投入問卷、課室觀察以及與三位受訪學生的半結構式訪談。在第一階段,Kahoot! 被應用在個人任務作為複習課程之目的。經修正後,第二階段改為採取小組任務之方式進行。
    研究結果顯示,Kahoot!融入課程對分別在改善且提升學生的行為、情意與認知的學習投入程度有其可行性。Kahoot!之特點也可應用在加強學生學習興趣、鼓勵學生積極參與課堂活動,並製造更多課堂互動機會。此結合提供了教師對於改變傳統講述法的新思維與變通方式。此外,本研究也同時揭露教師與學生在進行Kahoot!融入課程活動時可能遭遇之困境。整體而言,本研究論述了學生及時反饋系統為一可利用之方式,協助教師創造支持語言學習的互動學習機會,並改善學生的學習投入程度。
    The purpose of this study was to explore the possibility of integrating one novel student response system (SRS), Kahoot!, on enhancing student engagement. Twenty-seven students participated in the twelve-week study. An action research framework was adopted with two stages of Kahoot! integration. In the first stage, individual tasks combined with Kahoot! were adopted during review sections in class. Based on student feedback, group tasks were taken in the second stage. Data were collected both qualitatively and quantitatively. It primarily included a background questionnaire, an engagement survey, observations and semi-structured interviews with three student informants.
    The results indicated that the inclusion of Kahoot! has its potential for changing and increasing student engagement in relation to students’ behavior, emotion and cognition engagement respectively. Features from Kahoot! reinforced students’ interest, encouraged students to involve in class positively and created more opportunities for interactions. The SRS implementation brought new insights and activity varieties to the conventional course design. Furthermore, the study also revealed the difficulties that students and the instructor may encounter while conducting Kahoot! activities. Overall, the study provided rationales that SRS is capable of creating interactive learning opportunities that support language learning and enhancing student engagement in the classroom.
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    描述: 碩士
    國立政治大學
    英國語文學系
    102551018
    資料來源: http://thesis.lib.nccu.edu.tw/record/#G0102551018
    資料類型: thesis
    DOI: 10.6814/THE.NCCU.ENG.002.2018.A09
    顯示於類別:[英國語文學系] 學位論文

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