本研究目的在探討科技融入以錯誤為基礎的體育教學時，不同科技融入程度對運動技能學習的影響。以86名法式滾球初階課程之大學生共三個班級為對象，分為無科技融入組、低科技融入組(iPad)、高科技融入組(iPad+App)，進行六週的教學介入。於教學第二、四週填寫課程學習單，第六週完成課程學習後實施技能自我效能問卷調查，再於隔週進行立即測驗及法式滾球課程學習感知與態度訪談，最後於六週後進行保留測驗。測驗所得之動作技能結果與動作技能表現分別進行二因子(3組別*2測驗)混合設計變異數分析，技能自我效能與運動技能學習過程的認知分別進行單因子變異數分析，並依據運動技能學習的感知與態度訪談進行內容分析。研究結果指出，在動作技能結果，高科技融入組顯著的優於無科技融入組。在動作技能表現的立即測驗，高科技融入組顯著的優於其他兩組，且低科技融入組顯著的優於無科技融入組，在保留測驗則高科技融入組、低科技融入組仍舊顯著的優於無科技融入組。在戰術運用的認知，高科技融入組顯著的優於其他兩組。在技能學習的感知與態度，發現以錯誤為基礎的導入學習能夠促進學生主動學習，將科技融入學習之程度愈高，則學生除了主動學習外，更能促進後設認知，能有更佳的學習成效。

This study aims to investigate the influence of different technology-integrated error-based instructions on motor skill learning. The participants were 86 undergraduate students enrolled in three introductory Pétanque courses.The courses were all taught with error-based teaching strategies for 6 weeks.They were divided into no technology- integrated group (n=31), low technology-integrated group (iPad) (n=24) and high technology-integrated group (iPad+App) (n=31). The research data included motor skill knowledge as measured by the worksheets distributed to students in the second and fourth weeks, a questionnaire that measured skills self-efficacy, an achievement test, and interviews about learning in Pétanque courses after the 6 weeks intervention, and a retention achievement test six weeks apart. The immediate and retention tests were graded according to motor skill results and motor skill performance, which were analyzed by two-way ANOVAs (3groups*2tests). Moreover, skills self-efficacy and knowledge of motor skill learning were analyzed by one-way ANOVA. The result showed that high technology-integrated group scored significantly higher than no technology-integrated group in motor skill results. Both high and low technology-integrated groups performed significantly better than no technology-integrated group in immediate and retention motor skill performance. The high technology-integrated group was also the best among three groups in the second worksheet, which focused on strategy application. As for interviews about learning in Pétanque courses, the result indicated that guided error-based learning promoted students’ active learning in all groups. Learning was enhanced by the use of iPad and App because students’ metacognition was triggered.

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