在資訊與通訊科技融入教學之潮流之下，我國亦順應世界潮流，推行將互動式電子白板導入校園之教育政策，運用電子白板提升學習效能之教學實驗與相關研究亦應運而生。本研究利用交互式質性分析方法，獲取國小高年級學童利用互動式電子白板學習的考量因素，並歸納各因素間的關係，建立完整的心智圖。 本研究以立意抽樣，挑選8位具備一年以上電子白板學習經驗之學童進行研究，以電子白板學習行為為主題進行焦點團體與個人訪談，由受訪者分享以電子白板學習時所考量的因素。訪談結果獲得9個概念：1.生動的畫面2.補充資料3.喜歡上課4.想親自操作5.清晰易理解6.學得更快7.使用缺點8.上課節奏加快9.視力變差。研究發現「補充資料」為主要成因，「學得更快」為主要結果，所得之2條因果循環路徑分別為：1.「補充資料」→「親自操作」→「清晰易解」→「喜歡上課」→「視力變差」→「學得更快」→「節奏加快」→「補充資料」。2.「補充資料」→「親自操作」→「使用缺點」→「生動畫面」→「喜歡上課」→「視力變差」→「學得更快」→「節奏加快」→「補充資料」。此結果符合社會認知理論之觀點，即行為是由個人、環境與行為三者彼此交互作用所產生的。 本研究建立的心智圖，提供學童以互動式電子白板學習的基礎認知基模。此心智圖可讓教師充分了解學童以電子白板學習的完整想法，各認知因素間關係的確立，更可讓教師了解各互動因素在團體與個人兩方面，對學習所產生的改變與影響。 Following the trend of integrating ICT with education, MOE has introduced IWB into campus. Ever since then, teaching experiments and studies have been conducted to investigate the effects of IWB on learning. Through the interactive qualitative analysis approach, this study intended to find the factors concerning higher-grade elementary school students’ IWB learning behavior and induce the relationship among factors to build a complete mind map. Eight elementary school students were taken as samples by purpose sampling, and the data were collected by focus group and personal interviews. According to the results of data analysis, the findings of this study were as follows:1.Nine factors concerning students’ IWB learning behavior are as follows: “Vivid Appearance”, “Additional Materials ”,“Enjoying Classes”, “ Desire to Operate”, “ Being Clear”, “Learning Faster ”, “ Operating Disadvantages ”, “Faster Pace” and “ Poorer Sight”.2.“Additional Materials” is the primary factor and “Learning Faster ”is the primary outcome. The study provides a basic cognitive schema for teachers to grasp a full picture of students’ ideas on IWB learning. The ascertainment of the relationship among factors can also make teachers understand the influence of the interaction of factors upon learning in terms of group and individuals.
