專題導向式學習、ARCS學習動機理論與競賽導向式學習，在課程上學習動機及成效之研究：以網頁設計課程為例

The Study on the Motivation and Effectiveness of Project-based Learning, ARCS Learning Motivation and Competition-based Learning in the Curriculum: The Web Design Course as an Example

本研究旨在以某大學一年級網頁設計課程為例，將專題式導向式學習及ARCS學習動機理論融入課程的規劃，並以競賽導向式學習-參加網頁設計競賽作為驗收學生學習成效。本研究實施二個學年，106學年度結束後以參與式行動研究的方式收集回饋資料，修正課程上的缺失後於107學年度實施。本研究除了比較二年的學生成績及競賽成果，並以問卷收集學生的教學滿意度包含專業知識、核心能力、課程安排、師生互動。ARCS學習動機包含專注、相關、信心、滿足問卷。最後以開放式問卷比對量化資料。研究結果顯示：1.經行動研究調整107學年度教學後，教學滿意度的四個構面及學習動機的四個構面皆高於106學年度，且在核心能力及師生互動構面有顯著差異；2.107學年度的學習成績比106學年度有進步；3.107學年度競賽得獎的成績比106學年度有進步；4.經過第一年授課經行動研究後對第二年的課程修正有明顯的助益。

The purpose of this research is to integrate project-based learning and ARCS learning motivation into the web design course, and to exam students' learning effectiveness by using competition-based learning to participate in web design competition. This study used action research to adjust deficiencies in 106 academic year of implementation, and then compared the data of 107 academic year. In addition to comparing the two-year student performance and competition results, this study also used questionnaires to collect students' teaching satisfaction, including professional knowledge, core competencies, curriculum arrangements, teacher-student interaction. The ARCS learning motivation included attention, relevance, confidence, and satisfaction. Finally, an open questionnaire compared quantitative data. The result showed: 1. After adjustment in the 107 academic year by action research, the four aspects of teaching satisfaction and the four aspects of learning motivation were all higher than those of the 106 academic year, and there were significant differences in the aspects of core competencies and teacher-student interaction; 2. The academic grades and the competition results of the 107 academic year were better than that of the 106 academic year; 3. The change from action research of the first year obviously helped the curriculum revision for the second year.