本研究旨在探討數位導入家政實作課程對自我效能與學習成效之影響，進而發展出以Bandura自我效能論與Mayer多媒體學習認知理論為設計基礎之數位導入教學方案。本研究採準實驗研究法；對象為國中七年級學生，控制組143人，實驗組144人，接受為期四週的實驗教學；實驗組接受支援個人化學習之數位導入教學，2人1組使用平板電腦觀看電子書，並以網路平台進行同儕回饋及數位歷程紀錄；控制組接受傳統數位導入教學，全班1台筆記型電腦觀看電子書，使用學習單進行同儕回饋及學習歷程紀錄。兩組皆以量表問卷評估自我效能之展現，並使用基礎手縫單元作品分級評量規準評估成品；本研究亦運用開放性問答題及以教學觀察了解學生學習狀況，以充實訊息之全貌。研究結果發現：(一) 國中生接受不同的數位導入教學策略對自我效能的影響未達顯著差異；(二)具備較高先備能力之學習者擁有較高的自我效能，而個人化數位導入教學能幫助低成就學習者展現較佳的自我效能；(三)女性學習者擁有較高的自我效能，而接受個人化數位導入教學可縮小性別差異；(四) 國中生接受個人化數位導入基礎手縫單元教學後在學習成效的表現比接受傳統數位導入教學來得好；(五)具備較高先備能力之學習者亦展現較高的學習成效，而個人化數位導入教學能幫助低成就學習者展現較佳的學習成效；(六)女性學習者表現出較佳的學習成效，而接受個人化數位導入教學可縮小性別差異；(七)自我效能與學習成效成正相關。

This study aims to explore the effects of personal technology integration into the psychomotor domain of Home Economics on students’ self-efficacy and learning performance and to further develop technology integration into curriculum based on Bandura’s self-efficacy theory and Mayer’s cognitive theory of multimedia learning.
This study adopted the quasi-experimental design whose target subjects were seventh graders in municipal junior high school in Taipei city. A four week learning activity was conducted. A total of 143 students belonged to the control group, while other 143 students were in the experimental group. Students in the experimental group learned with the proposed personal technology integration approach in which students were paired up sharing one tablet for e-book reading and gave peer feedback via the Internet platform for collecting e-portfolio. On the other hand, students in the control group received the traditional technology integration mode in which students learned with one classroom computer for e-book reading and gave peer feedback via the worksheets for collecting learning records. While students in both groups took the self-efficacy questionnaire of psychomotor domain to evaluate self-efficacy, students’ learning performance was measured based on the ranking criteria for basic sewing skills. Open-ended questions were provided in the questionnaire to collect students’ perceptions toward technology integration learning approach. Teaching observations were also conducted to gather complete information about students’ learning situations during the learning activity.
The research findings were as follows: There was no significant effect on self-efficacy after junior high school students received different types of technology integration into instruction for basic sewing skills；learners with better prior knowledge possessed higher degree of self-efficacy and the proposed approach was able to help low achievers gain better self-efficacy；female students had higher degree of self-efficacy and the proposed approach could shorten gender differences regarding self-efficacy；junior high school students in the experimental group showed significant improvement in learning performance compared with those using the traditional mode ；those having better prior knowledge also showed better learning performance and enabled low achievers to have better learning performance with the proposed approach；female students also had better learning performance and the proposed approach could shorten gender differences in terms of learning performance; lastly, self-efficacy and learning performance displayed positive correlation.

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