簡易檢索 / 詳目顯示

研究生: 黃慶瑄
Huang, Ching-Hsuan
論文名稱: 探討互動式體感遊戲對幼兒動作技能、學習行為及社交能力影響之研究
Using Interactive Gesture-based Game to Explore Motor Skills, Learning Behaviors and Social Skills among Kindergartners
指導教授: 蕭顯勝
Hsiao, Hsien-Sheng
口試委員: 趙貞怡
Chao, Jen-Yi
張玉山
Chang, Yu-Shan
鍾廣翰
Chung, Guang-Han
蕭顯勝
Hsiao, Hsien-Sheng
口試日期: 2022/07/05
學位類別: 碩士
Master
系所名稱: 科技應用與人力資源發展學系
Department of Technology Application and Human Resource Development
論文出版年: 2022
畢業學年度: 110
語文別: 中文
論文頁數: 103
中文關鍵詞: 數位遊戲式學習互動式體感遊戲動作技能學習行為幼兒社交能力
英文關鍵詞: Digital Game-based Learning, Interactive Gesture-based Game, Motor Skills, Learning Behavior, Children's Social Skills
研究方法: 準實驗設計法
DOI URL: http://doi.org/10.6345/NTNU202200858
論文種類: 學術論文
相關次數: 點閱:318下載:9
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報
  • 數位遊戲式學習為近年來被積極導入幼兒教學現場的教學策略,透過將學習教材內容整合至數位遊戲中,以科技設備做為學習媒介進行教育活動,提升幼兒的學習動機及學習成效。互動式體感遊戲藉由感應器偵測肢體骨架的運動,旨在讓玩家使用更簡單、更直觀的與電腦設備進行互動,對於幼兒的動作技能產生積極的影響,相對於國內目前在幼兒社會教育上多採用傳統活動教學,如:故事繪本等,運用數位遊戲式學習探討社會課程發展與教學相關的研究相對較少。
    本研究規劃與發展一套運用遊戲式學習模型IPO於互動式體感遊戲之社會領域教學課程,課程主題包含分享、同樂、排擠及打架之四種基本社會行為。採準實驗設計法,教學方式為自變項,依變項為動作技能、學習行為與社交能力,研究對象為幼兒園中班(四至五歲)幼兒,共101位學習者。研究結果表示運用遊戲式學習策略於互動式體感遊戲能有效的提升動作技能、學習行為與社交能力。研究建議為:(1)幼兒喜愛聽童話故事,建議未來遊戲設計上,可加入不同熱門童話故事;(2)教學實驗先讓幼兒進行試玩,可減少幼兒緊張、害羞等影響學習狀況。

    Digital game-based learning is a teaching strategy that has been actively introduced into the field of children's teaching in recent years. By integrating the content of learning materials into digital games, and using technological equipment as a learning medium to carry out educational activities, it can enhance children's learning motivation and learning effectiveness. Interactive gesture-based game use sensors to detect the movement of body skeletons, aiming to allow players to interact with computer equipment in a simpler and more intuitive way, which has a positive impact on children's motor skills. In education, traditional activity teaching is mostly used, such as story and picture books. There are relatively few studies using digital game-based learning to explore the development of social curriculum and teaching.
    This research plans and develops a social domain teaching course using the game-based learning model IPO in interactive gesture-based game. The themes of the course include four basic social behaviors of sharing, playing together, crowding out and fighting. The quasi-experimental design method was adopted, the teaching method was the independent variable, and the dependent variables were motor skills, learning behaviors and social skills. The research results show that the use of game-based learning strategies in interactive gesture-based games can effectively improve motor skills, learning behavior and social skills. The research recommendations are as follows: (1) Children love to listen to fairy tales, and it is suggested that different popular fairy tales can be added to the game design in the future; (2) Let children try out the teaching experiment first, which can reduce children's nervousness and shyness that affect their learning.

    第一章 緒論 1 第一節 研究背景與動機 1 第二節 研究目的 6 第三節 待答問題 7 第四節 研究範圍與限制 8 第五節 研究流程 9 第六節 名詞解釋 11 第二章 文獻探討 15 第一節 數位遊戲式學習 15 第二節 互動式體感遊戲 18 第三節 動作技能 22 第四節 學習行為 25 第五節 社交能力 27 第六節 文獻評析 30 第三章 研究方法 31 第一節 研究架構 31 第二節 研究對象 32 第三節 實驗設計與實施 33 第四節 教學活動 36 第五節 研究工具 51 第六節 資料處理與分析 54 第四章 研究結果與討論 57 第一節 教學方式對動作技能之影響 57 第二節 教學方式對學習行為之影響 63 第三節 教學方式對社交能力之影響 69 第五章 結論與建議 73 第一節 研究結論 73 第二節 研究建議 77 參考文獻 81 附錄 95

    孫世恆、朱怡菁、林千惠、吳昇光(2013)。學前兒童粗大動作品質量表-指導手冊。臺北市:心理出版社。
    徐美恩(2018)。數位遊戲與科學學習的另類整合-Making Learning Serious Fun。台灣教育(712),33-40。
    教育部(2017)。幼兒園教保活動課程大綱。
    陶淑瑗、莊宗嚴(2017)。結合體感互動於國小五年級自然與生活科技領域之悅趣化學習的探究。數位學習科技期刊,9(3),115-136。
    曾鴻家、林坤燦、郭又方、黃玉滿、李矞玫(2018)。具趣味性的自編教具對智能障礙學生手部精細動作學習之初探。中華民國特殊教育學會年刊,179-200。
    黃朝曦、王貞雅、楊明玉、陳昱彤(2019)。行動擴增實境融入教學對幼兒認知學習成效影響之研究。管理與資訊學報,24,107-148。
    楊淑朱、林淑蓉、蔡佳燕(2014)。不同性別、年齡及 BMI 之幼童在基本動作技能發展的比較。大專體育學刊,16(3),287-296。
    蔡仕筌、蔡銘修(2018)。淺談數位遊戲式學習與 APP 設計應用實施。臺灣教育評論月刊,7(5),229-233.
    蔡福興、游光昭、蕭顯勝(2010)。影響數位遊戲式學習行為與學習遷移成效之因素探討。教育科學研究期刊,55(2),167-206。
    Abdi, B. (2010). Gender differences in social skills, problem behaviours and academic competence of Iranian kindergarten children based on their parent and teacher ratings. Procedia-Social and Behavioral Sciences, 5, 1175-1179.
    Acar, I. H., Veziroğlu-Çelik, M., Rudasill, K. M., & Sealy, M. A. (2022). Preschool children’s self-regulation and learning behaviors: The moderating role of teacher–child relationship. In Child & Youth Care Forum (Vol. 51, No. 1, pp. 1-18). Springer US.
    Aksoy, P., & Baran, G. (2010). Review of studies aimed at bringing social skills for children in preschool period. Procedia-Social and Behavioral Sciences, 9, 663-669.
    All, A., Castellar, E. P. N., & Van Looy, J. (2016). Assessing the effectiveness of digital game-based learning: Best practices. Computers & Education, 92, 90-103.
    Alzubi, T., Fernández, R., Flores, J., Duran, M., & Cotos, J. M. (2018). Improving the working memory during early childhood education through the use of an interactive gesture game-based learning approach. IEEE Access, 6, 53998-54009.
    Bakker, P., Schmittner, A., Lenaerts, J. T. M., Abe‐Ouchi, A., Bi, D., van den Broeke, M. R., & Yin, J. (2016). Fate of the Atlantic Meridional Overturning Circulation: Strong decline under continued warming and Greenland melting. Geophysical Research Letters, 43(23), 12,252-212,260.
    Baluz, R., Teles, A., Fontenele, J. E., Moreira, R., Fialho, R., Azevedo, P., & Teixeira, S. (2022). Motor Rehabilitation of Upper Limbs Using a Gesture-based Serious Game: Evaluation of Usability and User Experience. Games for Health Journal.
    Becker, S. A., Cummins, M., Davis, A., Freeman, A., Hall, C. G., & Ananthanarayanan, V. (2017). NMC Horizon Report: 2017 Higher Education Edition (pp. 1-60). The New Media Consortium.
    Bellotti, F., Kapralos, B., Lee, K., Moreno-Ger, P., & Berta, R. (2013). Assessment in and of serious games: an overview. Advances in Human-Computer Interaction, 2013.
    Bhat, A. N., Landa, R. J., & Galloway, J. C. (2011). Current perspectives on motor functioning in infants, children, and adults with autism spectrum disorders. Physical Therapy, 91(7), 1116-1129.
    Birrell, H. V., Phillips, C., & Stottc, D. (1985). Learning style and school attainment in young children: A follow-up study. School Psychology International, 6(4), 207-218.
    Boutsika, E. (2014). Kinect in education: A proposal for children with autism. Procedia Computer Science, 27, 123-129.
    Brian, A., Bostick, L., Starrett, A., Klavina, A., Miedema, S. T., Pennell, A., Lieberman, L. J. (2020). The effects of ecologically valid intervention strategies on the locomotor skills of children with visual impairments. Adapted Physical Activity Quarterly, 37(2), 177-192.
    Cai, S., Zhu, G., Wu, Y.-T., Liu, E., & Hu, X. (2018). A case study of gesture-based games in enhancing the fine motor skills and recognition of children with autism. Interactive Learning Environments, 26(8), 1039-1052.
    Cameron, C. E., Cottone, E. A., Murrah, W. M., & Grissmer, D. W. (2016). How are motor skills linked to children's school performance and academic achievement? Child Development Perspectives, 10(2), 93-98.
    Capio, C. M., Mak, T., Tse, M., & Masters, R. (2018). Fundamental movement skills and balance of children with Down syndrome. Journal of Intellectual Disability Research, 62(3), 225-236.
    Cattuzzo, M. T., dos Santos Henrique, R., Ré, A. H. N., de Oliveira, I. S., Melo, B. M., de Sousa Moura, M., Stodden, D. (2016). Motor competence and health related physical fitness in youth: A systematic review. Journal of Science and Medicine in Sport, 19(2), 123-129.
    Chen, C.-H., & Law, V. (2016). Scaffolding individual and collaborative game-based learning in learning performance and intrinsic motivation. Computers in Human Behavior, 55, 1201-1212.
    Chernbumroong, S., Sureephong, P., Tabia, K., & Khemlani, Y. D. (2018). Thai dance training game-based model. In 2018 International Conference on Digital Arts, Media and Technology (ICDAMT) (pp. 194-197). IEEE.
    Chiang, T. H.-C., Yang, S. J., & Yin, C. (2019). Effect of gender differences on 3-on-3 basketball games taught in a mobile flipped classroom. Interactive Learning Environments, 27(8), 1093-1105.
    Çimen, N., & Koçyiğit, S. (2010). A study on the achievement level of social skills objectives and outcomes in the preschool curriculum for six-year-olds. Procedia-Social and Behavioral Sciences, 2(2), 5612-5618.
    Clark. (2005). From the beginning: A developmental perspective on movement and mobility. Quest, 57(1), 37-45.
    Clark, J. (1994). Motor Development. Encyclopedia of human behavior. In: San Diego: Academic Press.
    Cleland, F. E., & Gallahue, D. L. (1993). Young children's divergent movement ability. Perceptual and Motor Skills, 77(2), 535-544.
    Coroiu, A. (2018). Interchangeability of Kinect and Orbbec sensors for gesture recognition. In 2018 IEEE 14th International Conference on Intelligent Computer Communication and Processing (ICCP) (pp. 309-315). IEEE.
    Dapp, L. C., Gashaj, V., & Roebers, C. M. (2021). Physical activity and motor skills in children: A differentiated approach. Psychology of Sport and Exercise, 54, 101916.
    de Mooij, B., Fekkes, M., Scholte, R. H., & Overbeek, G. (2020). Effective components of social skills training programs for children and adolescents in nonclinical samples: A multilevel meta-analysis. Clinical Child and Family Psychology Review, 23(2), 250-264.
    Dobbins, N., Higgins, K., Pierce, T., Tandy, R. D., & Tincani, M. (2010). An analysis of social skills instruction provided in teacher education and in-service training programs for general and special educators. Remedial and Special Education, 31(5), 358-367.
    Engel, A. C., Broderick, C. R., van Doorn, N., Hardy, L. L., & Parmenter, B. J. (2018). Exploring the relationship between fundamental motor skill interventions and physical activity levels in children: A systematic review and meta-analysis. Sports Medicine, 48(8), 1845-1857.
    Erhel, S., & Jamet, E. (2013). Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness. Computers & Education, 67, 156-167.
    Fabbri-Destro, M., Cattaneo, L., Boria, S., & Rizzolatti, G. (2009). Planning actions in autism. Experimental Brain Research, 192, 521-525.
    Fishbein, M., & Ajzen, I. (1977). Belief, attitude, intention, and behavior: An introduction to theory and research. Philosophy and Rhetoric, 10(2).
    Garris, R., Ahlers, R., & Driskell, J. E. (2002). Games, motivation, and learning: A research and practice model. Simulation & Gaming, 33(4), 441-467.
    Gershon, P., & Pellitteri, J. (2018). Promoting Emotional Intelligence in Preschool Education: A Review of Programs. International Journal of Emotional Education, 10(2), 26-41.
    Gesell, A. (1928). Infancy and human growth.
    Ghergulescu, I., & Muntean, C. H. (2014). A novel sensor-based methodology for learner's motivation analysis in game-based learning. Interacting with Computers, 26(4), 305-320.
    Goodway, J. D., Ozmun, J. C., & Gallahue, D. L. (2019). Understanding Motor Development: Infants, Children, Adolescents, Adults: Jones & Bartlett Learning.
    Gulay, H., & Akman, B. (2009). Social skills in preschool period. Ankara: Pegem Akademi.
    Haywood, K. M., & Getchell, N. (2021). Life Span Motor Development: Human kinetics.
    Herbort, O., Büschelberger, J., & Janczyk, M. (2018). Preschool children adapt grasping movements to upcoming object manipulations: Evidence from a dial rotation task. Journal of Experimental Child Psychology, 167, 62-77.
    Hill, E. L. (2010). The importance of motor skill in general development. Developmental Medicine and Child Neurology, 52(10), 888.
    Hinkley, T., Brown, H., Carson, V., & Teychenne, M. (2018). Cross sectional associations of screen time and outdoor play with social skills in preschool children. PloS One, 13(4), e0193700.
    Hockenberry, M. J., & Wilson, D. (2013). Wong's Essentials of Pediatric Nursing9: Wong's Essentials of Pediatric Nursing: Elsevier Health Sciences.
    Holfelder, B., & Schott, N. (2014). Relationship of fundamental movement skills and physical activity in children and adolescents: A systematic review. Psychology of Sport and Exercise, 15(4), 382-391.
    Hsiao, H.-s., Chen, J.-c., Lin, C.-Y., & Chen, W.-N. (2018). The influence of a gesture-based learning approach on preschoolers’ learning performance, motor skills, and motion behaviors. Interactive Learning Environments, 26(7), 869-881.
    Hung, C.-M., Huang, I., & Hwang, G.-J. (2014). Effects of digital game-based learning on students’ self-efficacy, motivation, anxiety, and achievements in learning mathematics. Journal of Computers in Education, 1(2), 151-166.
    Hussein, M. H., Ow, S. H., Cheong, L. S., Thong, M.-K., & Ebrahim, N. A. (2019). Effects of digital game-based learning on elementary science learning: A systematic review. IEEE Access, 7, 62465-62478.
    Hyson, M. (2008). Enthusiastic and engaged learners: Approaches to Learning in the Early Childhood Classroom: Teachers College Press.
    Iivonen, S., & Sääkslahti, A. (2014). Preschool children's fundamental motor skills: a review of significant determinants. Early Child Development and Care, 184(7), 1107-1126.
    Iten, N., & Petko, D. (2016). Learning with serious games: Is fun playing the game a predictor of learning success? British Journal of Educational Technology, 47(1), 151-163.
    Jacqueline D, G., Famelia, R., & Bakhtiar, S. (2014). Future directions in physical education & sport: Developing fundamental motor competence in the early years is paramount to lifelong physical activity. Asian Social Science, 10(5), 44-54.
    Kamaraj, I. (2004). Sosyal becerileri derecelendirme ölçeği’nin Türkçe’ye uyarlanması ve beş yaş çocuklarının atılganlık sosyal becerisini kazanmalarında eğitici drama programının etkisi. Marmara Universitesi (Turkey),
    Kangas, M., Siklander, P., Randolph, J., & Ruokamo, H. (2017). Teachers' engagement and students' satisfaction with a playful learning environment. Teaching and Teacher Education, 63, 274-284.
    Kramer, T. J., Caldarella, P., Christensen, L., & Shatzer, R. H. (2010). Social and emotional learning in the kindergarten classroom: Evaluation of the strong start curriculum. Early Childhood Education Journal, 37(4), 303-309.
    Krath, J., Schürmann, L., & Von Korflesch, H. F. (2021). Revealing the theoretical basis of gamification: A systematic review and analysis of theory in research on gamification, serious games and game-based learning. Computers in Human Behavior, 125, 106963.
    Lakshmi, D., & Ponnusamy, R. (2021). Working memory enhancement during early childhood based on the utilization of interactive gesture game-based learning. Indonesian Journal of Electrical Engineering and Computer Science, 21(2), 768-775.
    Lamrani, R., & Abdelwahed, E. H. (2020). Game-based learning and gamification to improve skills in early years education. Computer Science and Information Systems, 17(1), 339-356.
    Leigh, N. M. (1995). Factor analysis, Reliability and Validity of the Preschool Learning Behaviors Scale. University of Pennsylvania,
    Leonard, H. C., & Hill, E. L. (2014). The impact of motor development on typical and atypical social cognition and language: A systematic review. Child and Adolescent Mental Health, 19(3), 163-170.
    Li-Grining, C. P., Votruba-Drzal, E., Maldonado-Carreño, C., & Haas, K. (2010). Children's early approaches to learning and academic trajectories through fifth grade. Developmental psychology, 46(5), 1062.
    Lin, S.-Y., Chien, S.-Y., Hsiao, C.-L., Hsia, C.-H., & Chao, K.-M. (2020). Enhancing computational thinking capability of preschool children by game-based smart toys. Electronic Commerce Research and Applications, 44, 101011.
    Lindsay, A. R., Dyrek, A. J., Blitstein, J. L., Byington, T., & Sigman-Grant, M. (2018). Interrater reliability of a field-based preschool movement skills assessment. Journal of Nutrition Education and Behavior, 50(10), 1040-1045.
    Lloyd, M., Saunders, T. J., Bremer, E., & Tremblay, M. S. (2014). Long-term importance of fundamental motor skills: A 20-year follow-up study. Adapted Physical Activity Quarterly, 31(1), 67-78.
    Loprinzi, P. D., Davis, R. E., & Fu, Y.-C. (2015). Early motor skill competence as a mediator of child and adult physical activity. Preventive Medicine Reports, 2, 833-838.
    Lubans, D. R., Morgan, P. J., Cliff, D. P., Barnett, L. M., & Okely, A. D. (2010). Fundamental movement skills in children and adolescents. Sports Medicine, 40(12), 1019-1035.
    Maleki, M., Mardani, A., Mitra Chehrzad, M., Dianatinasab, M., & Vaismoradi, M. (2019). Social skills in children at home and in preschool. Behavioral Sciences, 9(7), 74.
    Martin-SanJose, J.-F., Juan, M.-C., Mollá, R., & Vivó, R. (2017). Advanced displays and natural user interfaces to support learning. Interactive Learning Environments, 25(1), 17-34.
    Marzano, R. J. (1992). A Different Kind of Classroom: Teaching with Dimensions of Learning: ERIC.
    McClelland, M. M., & Cameron, C. E. (2019). Developing together: The role of executive function and motor skills in children’s early academic lives. Early Childhood Research Quarterly, 46, 142-151.
    McDermott, P. A., Green, L., Francis, J., & Stott, D. (2000). Preschool Learning Behavior Scale. School Psychology Quarterly.
    McDermott, P. A., Leigh, N. M., & Perry, M. A. (2002). Development and validation of the preschool learning behaviors scale. Psychology in the Schools, 39(4), 353-365.
    Mostofsky, S. H., Goldberg, M. C., Landa, R. J., & Denckla, M. B. (2000). Evidence for a deficit in procedural learning in children and adolescents with autism: implications for cerebellar contribution. Journal of the International Neuropsychological Society, 6(7), 752-759.
    Myers, S. S., & Pianta, R. C. (2008). Developmental commentary: Individual and contextual influences on student–teacher relationships and children's early problem behaviors. Journal of Clinical Child & Adolescent Psychology, 37(3), 600-608.
    Ölçer, S., & Aytar, A. G. (2014). A comparative study into social skills of five-six year old children and parental behaviors. Procedia-Social and Behavioral Sciences, 141, 976-995.
    Özbey, S., & Köyceğiz, M. (2019). Investigation of the effect of social skills training on the motivation levels of preschool children. International Electronic Journal of Elementary Education, 11(5), 477-486.
    Partovi, T., & Razavi, M. R. (2019). The effect of game-based learning on academic achievement motivation of elementary school students. Learning and Motivation, 68, 101592.
    Perini, S., Luglietti, R., Margoudi, M., Oliveira, M., & Taisch, M. (2018). Learning and motivational effects of digital game-based learning (DGBL) for manufacturing education–The Life Cycle Assessment (LCA) game. Computers in Industry, 102, 40-49.
    Petsilas, P., Leigh, J., Brown, N., & Blackburn, C. (2020). Creative and embodied methods to teach reflections and support students’ learning. In Dance, Professional Practice, and the Workplace (pp. 47-66): Routledge.
    Phillips, C., Stott, D., & Birrell, H. V. (1987). The effects of learning style on progress towards literacy and numeracy. Educational Review, 39(1), 31-40.
    Prensky, M. (2003). Digital game-based learning. Computers in Entertainment (CIE), 1(1), 21-21.
    Schaefer, B. A., & McDermott, P. A. (1999). Learning behavior and intelligence as explanations for children's scholastic achievement. Journal of School Psychology, 37(3), 299-313.
    Scassellati, B., Boccanfuso, L., Huang, C. M., Mademtzi, M., Qin, M., Salomons, N., & Shic, F. (2018). Improving social skills in children with ASD using a long-term, in-home social robot. Science Robotics, 3(21). doi: 10.1126/scirobotics.aat7544.
    Shakroum, M., Wong, K. W., & Fung, C. C. (2018). The influence of gesture-based learning system (GBLS) on learning outcomes. Computers & Education, 117, 75-101.
    Singh, D. K. A., Rahman, N., Rajikan, R., Zainudin, A., Nordin, N. A. M., Karim, Z. A., & Yee, Y. H. (2015). Balance and motor skills among preschool children aged 3 to 4 years old. Malaysian Journal of Medicine and Health Sciences, 11(1), 63-68.
    Sun, S.-H., Zhu, Y.-C., Shih, C.-L., Lin, C.-H., & Wu, S. K. (2010). Development and initial validation of the preschooler gross motor quality scale. Research in Developmental Disabilities, 31(6), 1187-1196.
    Takahashi, Y., Okada, K., Hoshino, T., & Anme, T. (2015). Developmental trajectories of social skills during early childhood and links to parenting practices in a Japanese sample. PloS one, 10(8). doi: 10.1371/journal.pone.0135357.
    Tan, T. X., & Camras, L. A. (2011). Social skills of adopted Chinese girls at home and in school: Parent and teacher ratings. Children and Youth Services Review, 33(10), 1813-1821.
    Teodoro, M. L. M., Käppler, K. C., de Lima Rodrigues, J., de Freitas, P. M., & Haase, V. G. (2005). The Matson Evaluation of Social Skills with Youngsters (MESSY) and its adaptation for Brazilian children and adolescents. Revista Interamericana de Psicología/Interamerican Journal of Psychology, 39(2), 239-246.
    Tersi, M., & Matsouka, O. (2020). Improving social skills through structured playfulness program in preschool children. International Journal of Instruction, 13(3), 259-274.
    Torres-Carrión, P., González-González, C., Bernal-Bravo, C., & Infante-Moro, A. (2018). Gesture-based children computer interaction for inclusive education: A systematic literature review. In International Conference on Technology Trends (pp. 133-147). Springer, Cham.
    Towle, M. (1982). Learning how to be a student when you have a learning disability. Journal of Learning Disabilities, 15(2), 90-93.
    Tsai, C.-H., Kuo, Y.-H., Chu, K.-C., & Yen, J.-C. (2015). Development and evaluation of game-based learning system using the Microsoft Kinect sensor. International Journal of Distributed Sensor Networks, 11(7), 498560.
    Ulrich, D. A., & Sanford, C. B. (1985). Test of Gross Motor Development: Pro-ed Austin, TX.
    Wasenius, N. S., Grattan, K. P., Harvey, A. L., Naylor, P.-J., Goldfield, G. S., & Adamo, K. B. (2018). The effect of a physical activity intervention on preschoolers’ fundamental motor skills—A cluster RCT. Journal of Science and Medicine in Sport, 21(7), 714-719.
    White, R. W. (1959). Motivation reconsidered: the concept of competence. Psychological Review, 66(5), 297.
    Wolfe, E. W., & Gitomer, D. H. (2001). The influence of changes in assessment design on the psychometric quality of scores. Applied Measurement in Education, 14(1), 91-107.
    Wuang, Y.-P., Chiang, C.-S., Su, C.-Y., & Wang, C.-C. (2011). Effectiveness of virtual reality using Wii gaming technology in children with Down syndrome. Research in Developmental Disabilities, 32(1), 312-321.
    Xie, M. (2021). Design of a physical education training system based on an intelligent vision. Computer Applications in Engineering Education, 29(3), 590-602.
    Yuan, S. N. V., & Ip, H. H. S. (2018). Using virtual reality to train emotional and social skills in children with autism spectrum disorder. London Journal of Primary Care, 10(4), 110-112.
    Zeller, J. (2017). Reflective practice in the ballet class: Bringing progressive pedagogy to the classical tradition. Journal of Dance Education, 17(3), 99-105.

    下載圖示
    QR CODE