虛擬實境輔助體育課羽球教學之研究

Virtual reality-based badminton teaching in physical education courses

目的：橫向整合的跨領域/科目的統整學習是世界趨勢。在臺灣所推動的十二年基本 教育之總綱中，也特別明訂國民中學彈性學習課程可以規劃跨領域統整性主題，以培養 橫向整合的素養與跨領域的學習。將虛擬實境應用於教學裡，尤其是體育教學中，很可 能成為未來的趨勢。本文旨在探討運用虛擬實境輔助體育課程羽球教學之成效，以及教 師在教學時可能遭遇的困難與因應之道。方法：以臺北市某國中七年級體育課之師生為 研究對象，在為期四週、每週兩節的羽球教學中，透過虛擬實境、數位教學平台及平板 電腦來教授正手發球；並以質性研究之半結構式訪談為主要資料來源，輔以觀課記錄、 學生回饋問卷、學習單及認知測驗等資料，再以紮根理論的方法進行資料分析。結果： 一、虛擬實境輔助體育課程羽球教學能提升學習者的成效，包括「理解要領與掌握訣竅」、 「反覆練習與修正姿勢」、「團結合作與相互扶持」、以及「提升動機與促進學習」等面向。 二、教師教學時可能遭遇到學生「動與不動」、「玩與不玩」、「學與不學」三個層面之困 難，動與不動此處學生認為虛使用擬實境會減少他們的活動時間；玩與不玩此處是指學 生認為在實施虛擬實境輔助時，頻率太頻繁；學與不學此處是指學生因先前的經驗，認 為體育課應是來放鬆的。結論：虛擬實境輔助體育課程羽球教學，能有效提升學習效果； 然而教師也應反思教學設計與實施流程，並瞭解學生對於體育課程的觀念與想法，以解 決虛擬實境輔助羽球教學所遭遇之困難。

Introduction: Curriculum integration and cross-disciplinary/cross-curricular integrated learning have become worldwide trends. Taiwan's directives for its 12-year education curricula encourage that secondary schools' flexible learning programs include cross-disciplinary topics to foster the cross-disciplinary learning. The use of virtual reality (VR) for integrated teaching, particularly in physical education (PE), is likely to be developed in the future. This paper aims to explore the effectiveness of VR in PE classes to teach badminton and to discover potential difficulties while employing this method, as well as the coping techniques teachers may need to adopt. Methods: The participants were a PE teacher and their seventh-grade students who were enrolled in Taipei City high school, Taiwan. The study used a qualitative approach, and the data were collected from semi-structured interviews, course reviews, student feedback questionnaires, study notes, and cognitive tests after the implementation of a four-week, eight-session badminton course, where VR was used to teach the forehand serve. The data analysis was conducted using various qualitative methods. Results: 1. The VR-based badminton teaching method improved learning effectiveness from the following aspects: ''understanding essentials and mastering the skill,'' ''repeated practice and adjusting posture,'' ''teamwork and mutual support,'' and ''promoting motivation and learning.'' 2. Teachers encountered three potential types of dilemmas when using VR-based teaching: ''moving,'' ''playing,'' and ''learning.'' ''Moving'' refers to the conflict between class time spent engaged in physical activities and using technology. ''Playing'' encompasses the dilemma that occurs when the frequent use of the device decreased its novelty, and some students discontinued using it. ''Learning'' refers to the conflict between the students' desire to enjoy their class and the teacher's desire to educate during class. Conclusion: VR-based badminton teaching in PE can effectively improve the learning effect. However, teachers should reflect upon the design and implementation of teaching and understand students' perceptions of the PE curriculum to overcome the dilemmas of VR-based badminton teaching methods.