在二十一世紀掀起一場全球教育革命，各國無不致力藉資訊與網路打造未來世界。於是世界各國接連進行教育改革，本研究旨在探討資訊科技融入視覺藝術教學之學習成效。採「準實驗設計」研究法中的「不等組前後測設計」，以嘉義縣平林國小為實驗對象，實驗教學過程配合該校課程規劃以自編教材進行完整單元的實驗教學。其中實驗組學生接受自編資訊融入視覺藝術之實驗教學課程；對照組採用傳統教學活動。實驗教學進行8週後，再接受「學生學習成就量表問卷」，並同時填寫「教學回饋單」。另外，還有實驗組學生之半結構式深入訪談，經質量分析後，根據所得數據與質性資料，本研究獲至以下結論： 一、實驗組班級在實施教學活動之後，在知識、態度與行為量表之後測得分，皆顯著進步，其教學效果顯著。二、實驗組班級在實施教學活動之後，在知識、態度與行為量表之後測得分，皆顯著高於對照班級，其教學效果顯著。三、參與本課程之學生，其基本背景因素對資訊融入視覺藝術知識、態度及行為有顯著差異。四、在實施國小資訊融入視覺藝術教學活動之後，學生在知識、態度與行為相關性分析，顯示之間有正相關存在。 There is an educational revolution in the 21st Century, every country devotes information and the Internet to building the future world, and therefore, education reforms are made continuously among countries. The purpose of the study aimed to investigate the learning effects of integration of information technology into visual art curriculum. A nonequivalent pretest-posttest design of quasi-experimental research design was used in Pinlin primary school in Chiayi county. In the experimental process, the experimental teaching was completed with the self-compiled teaching materials of school curriculum management. The students of experimental group were taught with the self-compiled integration of information technology into visual art curriculum. The students of control group accepted traditional teaching. After 8 weeks of experimental teaching, a questionnaire of student learning achievement and a teaching feedback form were used to collect data. Besides, the group of students of experimental group accept a semi-structured in-depth interview. After qualitative and quantitative analysis, the conclusions of the study are as the following:1. After the experimental teaching, the posttest scores of knowledge, attitude and behavior of the students of experimental group improved significantly. The teaching effects were significant.2. After the experimental teaching, the posttest scores of knowledge, attitude and behavior of the students of experimental group are significantly higher than those of the control group. The teaching effects were significant.3. The background factor of the students participating in the curriculum affected the scores of knowledge, attitude and behavior of integration of information technology into visual art.4. After the implementation of teaching activities of integration of information technology into visual art, the scores of knowledge, attitude and behavior were significantly correlated positively with one another.
