数字游戏式注意力训练实验研究

摘要

Inrecentyears,withtheintroductionofvariouseducationaltechnologies,teachers’masteryandap-plication of technology knowledge have become a research hotspot.Technological Pedagogical Content Knowledge (TPACK),which concern about teacher’s knowledge type,emerge in this context.MOOC (massive open online course),which rose in 201 2,has grown rapidly and its unique learning environment provides a great opportunity for teachers to develop TPACK.This paper adopted a qualitative research method.Based on the case studies of three teachers’individual developing process and the dynamic mechanisms oftheir life spaces,the authors analyzed the vital factors that influence teachers’development ofTPACK in MOOCs.These factors are divided into individual internal and external dimensions.For the factors that influence teachers’development ofTPACK,this paper is to research on the extent ofthese factors’roles in different stages ofTPACK,and puts forward suggestions to promote teachers’de-velopment ofTPACK based on the research conclusions.%考虑到数字游戏带来的正反面影响争议尚未有定论，本研究设计了10小时的数字游戏式注意力训练，并检验此训练对视觉注意力及课堂专注力的影响。研究以台湾地区一所高职一年级两个班级的学生为被试，将其随机分派为接受数字游戏式注意力训练组与对照组，并利用准实验的双组时间序列进行设计。研究发现：1）游戏训练组的视觉注意力后测与延后测分数显著高于对照组，但延后测时两组的差距已经缩小；2）物理课堂中，游戏训练组的课堂专注力程度与对照组无显著差异。本研究结果初步支持数字游戏式注意力训练对视觉注意力具有一定的积极影响，未发现游戏训练组在密集从事数字游戏后，物理课堂的专注表现有明显恶化。然而，由于两组被试在视觉注意力延后测时的程度已有所拉近，且本研究无法完全排除学生的学科学习动机及课堂专注力测量可能带来的干扰，后续仍需要累积更多实验证据确认训练效果。