運用ARCS動機模式於生態旅遊教學成效之探討

Using ARCS Motivation Model of ecological tourism in the effectiveness of teaching

本文以大專學生通識課程以「生態旅遊」為主題，於課程當中進行「生態旅遊」理論之解說，以及「生態旅遊」地進行探索與體驗。藉著課程期初、期末間填寫教學成效問卷，運用ARCS動機模式及SPSS軟體進行統計分析，以瞭解學生於教學前後的差異，在那些部分最具有成效，以作為後續教材內容與設計之參考。1. 學習成效最認同的前三項分別為：「我願意尊重當地環境」、「我願意配合告示牌或導覽人員的規定」、「應尊重當地居民之生活方式」，顯示尊重與配合當地規定與做法是經過環境教育後，是學員最認同的三個項目，因此教材設計上，可加強著重這三項，以增進學習興趣。2. 學習成效差異的前三項分別為：「為小眾旅遊，有人數上的限制」、「我認為在生態旅遊中享受是理所當然的，不應該限制人數」、「當我看到其他遊客在破壞環境，我會感到難過」，顯示教學後對這些的觀念改變最大。

This paper was discussed that the college students study general education course in 'eco-tourism' as the theme, 'eco-tourism' theory to explain the courses, as well as 'eco-tourism' to explore and experience. By the beginning of the course, between the end of the questionnaire to fill teaching effectiveness, the use of ARCS Motivation Model and SPSS software for statistical analysis, to understand the differences before and after student teaching, and in those parts of the most effective, as follow-up to the reference textbook content and design. 1. Learning outcomes most recognized top three are: 'I am willing to respect the local environment', 'I am willing to persons with signs or navigation regulations', 'should respect the way of life of local residents,' show respect and cooperation with the local regulations after practice of environmental education, the project participants are the three most recognized and therefore materials design can enhance the focus of the three, to enhance interest in learning. 2. Learning outcomes differences top three are: 'To travel niche, there are restrictions on the number of people', 'I think enjoy eco-tourism is a matter of course, should not limit the number,' 'When I see other tourists in the destruction environment, I feel sad, 'it appears after teaching these ideas to change the maximum.