一般研究機構或個人
107-教資-教學實踐-0006
(教學實踐)科技輔助學習導入全球衛生課程教學評估計畫
Should Information Technology be used in Medical education? Internet Addiction and Flow Experience
教育部
Ministry of Education
公共衛生學院 全球衛生暨發展碩士學位學程
Department of Public Health, Global Health and Development Master Program
蔡奉真
Tsai, Feng-Jen
臺北醫學大學全球衛生暨發展碩士學位學程
Taipei Medical University Global Health and Development Master Program
李晨忻
研究助理
0932825465
cynthia831122@gmail.com
計畫執行期間起:2018-08-01
計畫執行期間迄:2019-07-31
2018-11-01
2019-01-31
台灣一所醫科大學的學生
1
004
01
網絡成癮(IA),使用資訊技術(IT)的流程體驗,簡短的性傾向量表(S-DFS),技術輔助學習的接受程度,醫學院,互聯網成癮測試(IAT)
Internet addiction (IA), Flow experience from using information technology (IT), SHORT Dispositional Flow Scale (S-DFS), Acceptance level toward technology enhanced learning, medical school, Internet Addiction Test (IAT), Taiwan
前言 “流量”是在教育中使用資訊技術(IT)的積極狀態,但在網絡成癮(IA)中也被用作消極特徵。此研究評估了學生的流動經歷,網路成癮和對技術增強學習的接受程度之間的相關性,以確定在教育中是否應限制資訊技術的應用。 方法 於2018年對台灣一所醫科大學的451名學生進行了匿名調查。使用簡短處置量表和網路成癮自我報告量表。收集了學生使用資訊技術進行課程活動的人口統計數據和接受程度。應用卡方檢驗,t檢驗和邏輯回歸分析結果。 結果 流程量表(如“專注於當前任務”和“時間的轉變”)與網路成癮的總評分和網路成癮(IA)的三個子量表顯著相關。接受程度更高的學生對技術輔助學習的流向體驗,網路成癮和時間管理和績效均較差。但是,只有將流量與學生對使用IT進行課程活動的接受程度顯著相關(OR = 1.97)。醫學專業的學生對技術增強、輔助學習的接受程度明顯高於其他學生。 討論 研究結果表明,教育者應該限制學生使用資訊技術的時間,而不是限制資訊技術的使用。
Introduction “Flow” was a positive status from using information technology (IT) in education, but it also utilized as negative feature in internet addiction (IA). Correlation between students’ flow experiences, IA and acceptance level towards technology-enhanced learning were evaluated to determine whether IT should be limited in education. Methods Anonymous survey was conducted on 451 students in a medical university in Taiwan in 2018. SHORT Dispositional Flow Scale and IA Self-Report Inventory were used. Students’ demographic data and acceptance level toward using IT for curricular activities were collected. Chi-square, t-test and logistic regression were applied. Results Scales of flow as “Concentration on the task at hand” and “transformation of time” are significantly associated with total IA scores and three subscales of IA. Students with higher acceptance level towards technology-enhanced learning had significantly higher scores in flow experience, IA and poor time management and performance. But only flow significantly associated with students’ acceptance level towards using IT for curricular activities (OR = 1.97). Students majored in medicine had significantly higher acceptance level towards technology-enhanced learning than other students. Discussions The study result indicated that instead of restricting IT usage, educators should provide reminders to students about their time spend in using IT.
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