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擴增實境即時回饋機制結合合作擬題遊戲對學生在運算思維學習成就、利他行為、擬題表現上的影響 = Effects of Augmented Reality Instant Response System Integrating Collaborative Problem Posing Game on Students' Computational Thinking Learning Performance, Altruistic behavior and Problem Posing

王子維 國立臺南大學 數位學習科技學系碩士在職專班 2022[民111]

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  • 題名:
    擴增實境即時回饋機制結合合作擬題遊戲對學生在運算思維學習成就、利他行為、擬題表現上的影響 = Effects of Augmented Reality Instant Response System Integrating Collaborative Problem Posing Game on Students' Computational Thinking Learning Performance, Altruistic behavior and Problem Posing
  • 著者: 王子維
  • 國立臺南大學 數位學習科技學系碩士在職專班
  • 主題: 運算思維 合作擬題 利他行為; Computational thinking Cooperative proposal Altruistic behavior
  • 描述: 現今的課程綱要中，運算思維被列入了學習表現，向下扎根，培養學生運算思維的能力以及應用成為了主流。現今的資訊教學以及現場實務運用中，自主學習成為了學習的重點，而在現場的程式撰寫中，更多時候是需要與他人合作方可完成。因此本研究提出在合作擬題的學習策略下，是否能夠過本實驗的AR即時回饋機制，引導學生即時發現自身的錯誤，真正的了解學習內容，並給予同學幫助。 本研究旨在探討透過AR即時回饋機制與結合合作擬題遊戲，應用在小學生科技課程，對小學生運算思維程式設計的學習成就、擬題表現以及利他行為產生之影響。本研究為準實驗研究設計，研究對象為五年級兩個班，分別有26位及29學習者，並以班為單位將兩個班級分為AR即時回饋機制組與桌遊輔助學習工具組。兩班皆實施相同的運算思維程式設計教學課程以及合作擬題的學習活動，兩組皆進行3堂課的教學實驗，實驗前後分別實施運算思維程式設計學習成就前後測、擬題學習單，並透過教學實驗中全程錄影，並將錄影檔作為學生利他行為的行為觀察內容。 本研究以共變數分析程式設計學習成就測驗、程式設計學習動機問卷，並以序列分析利他行為之間的轉換分析。結果顯示：一、AR即時回饋機制有助於提升學生運算思維程式設計的學習成就。二、在擬題表現上，AR即時回饋機制對學生在擬題表現中有所助益。三、AR即時回饋機制可以促進學生表現出更多的利他行為。
    In terms of information education and the application of it, the depth of the learning content and the convenience of technology make self-learning the mainstream of learning. In the process of “learn how to self-learn”, teachers urge students to cooperate with others, discover students’ own difficulties by cooperative learning with peers, and be able to help each other. Therefore, this research aimed to analyze whether the strategies of cooperative problem posing games and augmented reality interactive response system help students to realize their own mistakes, understand the learning content, and assist their learning peers. This research aimed to find out how augmented reality interactive response system board game assisted tools affect students’ learning achievement, computational thinking and programming and altruistic behavior. This research adopted quasi-experimental research method to teach two classes of elementary school fifth graders with 26 and 29 students. The experimental group adopted augmented reality instant response system while the control group adopted board game assisted tools. Same content and time of courses of computational thinking and programming and cooperative problem posing are applied. Computational thinking and programming tests and worksheets of cooperative problem posing were taken before and after the experiment. Amid the teaching, the classes were recorded as the material to observe students’ altruistic behavior. An ANOCOVA was used to analyze learning achievement and learning motivation in computational programming, and transformation analysis of altruistic behavior was based on sequence. The result indicated that applying augmented reality instant response system enhances students’ learning in computational thinking and programming and altruistic behavior. Moreover, augmented reality instant response system benefits students’ problem posing ability with regard to fluency and flexibility.
  • 出版者: 碩士論文--國立臺南大學數位學習科技學系碩士在職專班.
  • 建立日期: 2022[民111]
  • 格式: 90面 : 圖,表 ; 30公分..
  • 語言: 中文
  • 資源來源: NUTN ALEPH
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