使用數位科技輔助Z世代年輕人教學與學習

Using Technology in the Classroom: Perceptions from Taiwan Gen Z Students

COVID-19疫情期間，為了避免疫情擴散必須採取居家線上數位教學，教育部亦投入相當資源人力。未來疫情趨緩，為活化已投入資源、因應大專校院Z世代年輕人需求，使用數位科技進行教學和學習將成為趨勢和日常。本文為探索性研究，目的是要了解師生會使用哪些數位科技協助教學和學習、遭遇到學習問題或障礙處理方式，並留意是否有提及虛擬實境、擴增實境和使用數位科技導致疲勞現象，所得訪談結果再進行系統性分類。本文設計開放性問題並採取焦點團體訪談法，整理臺灣北、中、南地區和專家學生組共六場訪談結果，再透過三角校正和NVivo進行逐字稿分析發現：教師能使用線上會議軟體、線上多人協作工具、數位影音情境教材、線上教學評量輔助教學；學生優先使用線上資訊進行自律學習策略的尋求協助，也習慣使用數位科技產品並搭配電子筆記、電子書籍進行學習。許多大專校院已應用虛擬實境及擴增實境於課堂中，且部分師生不當或被迫使用數位科技有視訊會議疲勞現象。本文將根據研究結果，提出相關建議。

Since the pandemic began, Taiwan has adopted online teaching and learning as a means to prevent the spread of the disease. As a result, the Ministry of Education invests substantial resources in this endeavor. Thus, it is imperative to determine whether young people are receiving the resources they require. In Taiwan, the use of digital technologies for teaching and learning has already become a trend, but a systematic classification system is still lacking. This exploratory study was conducted to determine how teachers and students utilize digital technologies. It also investigated how they deal with learning problems or obstacles, and whether VR, AR, and other digital technologies cause fatigue during teaching and learning. In this paper, we constructed open-ended questions and conducted focus groups to compile the results of six interviews conducted with students from northern, central, and southern Taiwan as well as expert groups, and then conducted verbatim analysis through triangulation and NVivo. The results of the study were as follows: To support teaching, teachers can use online conferencing software, online multi-person collaboration tools, interactive audiovisual teaching materials, and online teaching evaluation tools. Self-regulated learning is primarily manifested by students utilizing the Internet as a source of information. Additionally, they are familiar with using digital technologies for studying, such as e-notes and e-books. Several colleges and universities have also implemented virtual reality and augmented reality in their classrooms. Lastly, some teachers and students misuse digital technology, resulting in a sense of digital/zoom fatigue. Some recommendations are provided.