本研究採行動研究法，以苗栗縣某國小五年級一個班級的16 位學生為對象，旨
在探討將互動式即時回饋系統Nearpod 融入國小五年級「表面積」單元教學後，對學
生學習成效與學習興趣之影響。研究工具包括前、後測試卷、課室觀察紀錄、課堂互
動紀錄、活動學習單、學習札記、訪談、省思筆記和學習滿意度問卷等，共有二個循
環的教學歷程，進行為期三週的課室教學。經過第一循環「解密正方體」、「塗解長方
體」共七節課，及第二循環「切割堆疊趣」和「幾何藝術美」共五節課的教學活動後，
結論如下：
一、透過Nearpod 融入表面積單元教學，學童能理解正方體、長方體表面積的概念。
二、透過Nearpod 融入表面積單元教學，學童能掌握形體切割、堆疊等表面積的變化。
三、透過Nearpod 融入表面積單元之教學，學生能在情境中應用表面積概念解決問題。
四、後測表現顯著優於前測，顯示經過Nearpod 融入表面積的教學，提升學習成效。
五、經過Nearpod 融入表面積的教學，增加孩童自信心，進而提升數學學習興趣。
六、滿意度問卷結果顯示學童對Nearpod 融入表面積教學的方式持正面肯定。
七、透過Nearpod 融入表面積單元之教學，有助於教師省思與專業成長。

This action research involved a class of 16 fifth-graders from a primary school in Miaoli
County. We aimed to probe the effect of integrating the interactive response system (IRS)
"Nearpod" into the instruction of the "surface area" unit on learners' learning achievement
and interest in mathematics. Research tools included pre-and post-tests, classroom
observation records, Nearpod response records, activity worksheets, learning journals,
interviews, reflective notes, and a questionnaire about the feedback of using Nearpod. The
study was conducted over three weeks through two cycles of instructional activities. The
first cycle included two lessons: "Unveiling the Cube" and "Exploring the Rectangular
Prism." In addition, the second cycle consisted of two lessons: "The Fun of Separating and
Combining Cubes" and "The Art and Beauty of Geometrics." The results are as follows:
1. Learners could understand the concept of the surface area of cubes and rectangular prisms
after integrating Nearpod into surface area instruction.
2. Students could acknowledge the changes in surface area resulting from separating and
combining cubes and rectangular prisms.
3. After Nearpod-based instruction, children could solve problems in real-life situations with
learned knowledge about the concept of surface area.
4. Post-test performance significantly outperformed pre-test results, indicating improved
learning achievement after Nearpod-based instruction.
5. Nearpod-based instruction in the surface area unit facilitated students' interests and
motivation in mathematics learning.
6. Children held a positive attitude toward Nearpod-based instruction.
7. Nearpod-based instruction also facilitated teachers’ self-reflection and professional
development.