本研究利用手機慢動作錄影功能融入排球低手發球教學，進行學生典範觀摩與個別發球姿勢矯正，藉以比較資訊科技融入體育教學與傳統體育教學對學生的學習動機及學習成效是否有正面影響，以及低手發球技能是否提昇。研究採用準實驗設計法，以立意選班方式將兩個班分為實驗組及控制組。兩組均實施相同的教學課程，唯實驗組採用「資訊科技融入體育教學」方式，控制組採用「傳統體育教學」方式，進行七週實驗教學。並採用「ARCS學習動機量表」、「排球學習成效量表」及「排球低手發球技能測驗」等研究工具，實施前後測藉以分析探討其中的差異。研究結果發現：（1）實驗組學習動機（專注力、關聯性、自信心、滿足感）、學習成效及排球低手發球皆有顯著提升。（2）實驗組男生在學習動機（關聯性、自信心）、學習成效及排球低手發球有顯著提升；控制組男生僅在排球低手發球有顯著提升。（3）實驗組女生在學習成效及排球低手發球有顯著提升；控制組女生僅在排球低手發球有顯著提升。（4）實驗組對控制組後測在學習動機（專注力、關聯性、自信心、滿足感）、學習成效及排球低手發球皆有顯著提升。

This thesis integrates smartphone's slow-motion video function into underhand volleyball serve teaching, for the purpose of teaching examples observation and correction, and aims to study the influence of the information-technology-fusion physical education teaching onto the learning motivation, learning effectiveness and underhand volleyball serve skills, comparing to the traditional teaching. A quasi-experimental design was adopted, and subjects were divided into experimental and control groups. The same curriculums were conducted for seven weeks, and the control group and the experimental group received traditional teaching and information-technology-fusion PE teaching, respectively. Differences of the pretest and posttest were analyzed by means of ARCS Learning Motivation Scale, Volleyball Learning Effectiveness Scale, and Underhand Volleyball Serve Skill Test. The ARCS learning motivation scale includes four elements: concentration, relevance, self-confidence and sense of satisfaction. Results of the study found that: (1) Subjects from the experimental group had made significant improvements in learning motivation including four elements, and in underhand volleyball serve skills. (2) Male subjects from the experimental group enhanced significantly in learning motivation (only relevance and self-confidence), in learning effectiveness and in underhand volleyball serve skills, whereas the control group improved only in the last volleyball skill. (3) Female subjects from the experimental group enhanced significantly in learning effectiveness and underhand volleyball serve skills, whereas the control group only enhanced in the latter skill. (4) The posttest of experimental group showed that the four elements of learning motivation, learning outcomes and underhand volleyball serve skills improved significantly.