目的：以大學校院體育教師的任教科目屬性、接觸電腦時間及任教學校屬性三個自變數，探究不同二因子組合對每週運用資訊科技於教學時數的交互影響情形，以深入了解體育教師運用資訊科技於教學之狀況。方法：問卷調查及二因子變異數分析法。結果：對於資訊科技融入體育教學的運用，術科教師是特殊的群體，其中包含接觸電腦時間為11-20年者，屬於高運用時數的子群體，而接觸電腦時間為01-10年者，屬於低運用時數的子群體；並且，接觸電腦時間為11-20年的體育教師亦是特殊群體，其中體育大學教師是高運用時數的子群體，而綜合大學教師則是低運用時數的子群體。另外，接觸電腦時間被鑑別為一個評判資訊科技融入教學運用狀況優劣與否的重要變數。結論：以二因子變異數分析檢驗體育教師每週運用資訊科技融入教學時數的差異性，已從中發掘幾個現象，本研究以此為基礎提出部分建議，期能供各界參考。
Purpose: This study aimed at investigating the interaction effect of two-factors on the weekly teaching hours of applying information technology to physical education instruction in universities and at understanding the applying status of physical education teachers. Three independent variables were considered, including course property, time access to computers and school property. Methods: Questionnaire survey and two-way ANOVA. Results: For the weekly hours of applying information technology to physical education instruction, technical course teachers were classified into a special group, which includes a high-usage subgroup of teachers having 11-20 years in access to computers and another quite low-usage subgroup of teachers with 01-10 years in access to computers; and teachers having 11-20 years in access to computers were also classified into a special group, which includes a high-usage subgroup composed by sports university teachers and another low-usage subgroup composed by general university teachers. In addition, the variable ＂time access to computers＂ was recognized as an important index for judging the weekly hours of applying information technology to physical education instruction. Conclusion: Employing twoway ANOVA to test the difference between the weekly uses was a useful way to reveal special phenomena. Based on these findings, this study made recommendations for public reference.
