Situational interest in physical education: A function of learning task design
Situational interest in physical education: A function of learning task design
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DOI：
10.1080/02701367.2001.10608945
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发表时间：
2001-06-01
影响因子：
2.2
通讯作者：
Darst, PW
中科院分区：
文献类型：
--
作者：
Chen, A;Darst, PW
情境兴趣是学生在与任务交互过程中认识到的学习任务独特特征的吸引力效果。当学习任务给学习者带来新奇感和挑战感，需要高度的注意力和探索意图，并在人与任务的交互过程中产生即时的享受时，就会发生这种情况。在这项研究中，采用重复测量研究设计来检验任务设计对情境兴趣的影响，以及性别、年级、个人兴趣和技能水平介导这种影响的程度。中学生（N = 242）在体验了体育课中的任务后，评估了四种具有不同认知和身体需求的学习任务的情境兴趣。分析数据表明，学习任务的认知需求在产生情境兴趣方面发挥着关键作用。年级、性别和个人兴趣调节任务设计对情境兴趣的影响。但这些中介作用似乎相当有限。身体技能水平对任务设计对情境兴趣的影响影响不大。研究结果似乎表明，为了增强体育活动任务的兴趣，体育教育者的一个选择可能是增加认知需求而不是减少体育需求。
Situational interest is the appealing effect of unique characteristics students recognise in a learning task during interaction with the task. It occurs when a learning task gives the learner a sense of novelty and challenge, demands high attention and exploration intention, and generates instant enjoyment during the person-task interaction. In this study, a repeated measure research design was used to examine the effects of task design on situational interest and the extent to which the effects were mediated by gender, grade, personal interest, and skill levels. Middle school students (N = 242) evaluated situational interest of four learning tasks with different cognitive and physical demands after having experienced the tasks in their physical education classes. Analyzed data showed that cognitive demand of a learning task played a critical role in generating situational interest. Grade levels, gender, and personal interest mediated the effects of task design on situational interest. But these mediation effects seemed rather limited. Physical skill levels had little influence on the effects of task design on situational interest. The findings seem to suggest that to enhance interestingness of a physical activity task, an option for physical educators may be to increase cognitive demand rather than reduce physical demand.