TUNG, CHIN LUNG
National Taipei University of Education, Graduate School of Mathematic and Information Education, Student
E-mail：cltung1995@gmail.com
Abstract
Technological literacy has become a focal point of educational reform, where hands-on practice is crucial for cultivating problem-solving skills. However, traditional physical operations often involve complex procedures and are restricted by equipment, time, and space, hindering sufficient iterative testing and exploration. While pure computer simulations overcome these constraints and visualize abstract phenomena, they lack authentic manipulation and practical troubleshooting experiences. To address this dilemma, this study investigates the impact of a “physical-virtual integrated teaching strategy”—combining computer simulations with physical operations—on elementary students’ learning effectiveness and motivation, using an electric circuit unit as a case study.
A quasi-experimental design was adopted, involving 105 fifth-grade students from four classes at a public elementary school in Taipei City. Through purposive sampling, intact classes were randomly assigned to either the physical-virtual integrated group or a Hands-on Operation group. Pre-tests and post-tests are conducted using a circuit learning achievement test, alongside learning attitude and motivation scales. As this study is currently in the experimental stage, it is anticipated that this teaching strategy will significantly improve the learning effectiveness of practical circuit implementation.
Keywords：Virtual-physical integration, Hands-on Operation, Learning Effectiveness