雙人合作與自主學習對程式設計學習中注意力與程式理解之影響研究 = Effects of Pair Programming and Self-regulated Learning on Attention and Program Comprehension in Visual Programming Language Programming Courses

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題名:
雙人合作與自主學習對程式設計學習中注意力與程式理解之影響研究 = Effects of Pair Programming and Self-regulated Learning on Attention and Program Comprehension in Visual Programming Language Programming Courses
著者: 張宜睿
國立臺南大學數位學習科技學系碩士班.
主題: 視覺化程式設計雙人合作程式設計自主學習注意力程式理解; Visual Programming Language Pair Programming Self-Regulated Learning Attention Program Comprehension
描述: 在國小端電腦程式教學中，絕大多數都是學生依照教師上課進度，獨自完成。在全國性比賽及臺南市市賽，是進行雙人合作程式設計。文獻中，許多研究證明雙人合作程式設計通常能夠產出較短的程式、採用較佳的設計方式、並且產生較少的程式錯誤。而教育部在啟動「科技輔助自主學習計畫」時，希望能培養學生具備自主學習的能力，讓學生學習動機變強、成效提高，達到自發、互動、共好的目標，讓校園有不一樣的學習風景存在。本研究將探討學生在雙人合作與個人學習的分組方式中，量測學習注意力的與程式理解的表現是否存在差異；探討學生在教師教學與自主學習的學習方式中，量測學習注意力的與程式理解的表現是否存在差異。本研究針對220位受試者使用視覺化程式語言Scratch 3解決程式題目，進行兩階段不同形式之學習活動、兩個不同程式設計主題。第一階段是教師教學，程式設計主題是大魚吃小魚，分組方式為學生單獨程式設計、雙人合作程式設計；第二階段是自主學習，程式設計主題是迷宮，分組方式包括學生單獨程式設計、雙人合作程式設計。研究結果顯示，在教師教學與自主學習中，教師教學時的學習方式，學生有較佳的學習注意力表現，在程式理解表現無明顯差異。在雙人合作程式設計與學生單獨程式設計中，雙人合作程式設計的學習方式，有較佳的學習注意力表現；自主學習的學習方式，程式理解表現較佳。
Most of the computer programming lessons are finished by students individually according to the teachers’ progress in elementary school. However, pair programming is adopted in the national and the Tainan City competitions. Many studies in the literature have demonstrated that pair programming generally produces shorter programs, uses better design methods and generates fewer programming errors. When the Ministry of Education launched the Technology-Assisted Autonomous Learning Project, it was hoped to cultivate students' ability to learn independently, so that students' motivation to learn would be enhanced and be more effective in order to to achieve the goals of spontaneity, interaction, and common good; therefore a different kind of learning landscape would exist on campus. This study will investigate whether there is a difference between students' performance in measuring learning attention and program comprehension in pair programming and self-regulated learning; also in the learning styles of teacher-led instruction and self-regulated learning. Two phases of learning activities and two different programming themes were conducted with 220 participants using the visual programming language Scratch 3 to solve programming problems. The first stage was teacher-led instruction, and the programming theme was ‘big fish eating small fish’. The grouping consisted of individual programming and pair programming. The second stage was self-regulated learning and the programming theme was ‘maze’, the grouping method was the same as the first one.
The study results show that the students had better learning attention performance in teacher-led instruction than in self-regulated learning. However, there was no significant difference in program comprehension performance between teacher-led and self-regulated learning. In the pair programming and individual programming, pair programming had better performance in terms of attention to learning, while the self-regulated learning had better performance in terms of program comprehension.
出版者: 碩士論文--國立臺南大學數位學習科技學系碩士班.
建立日期: 2023[民112]
格式: [9],79頁 : 圖,表 ; 30公分..
語言: 中文
資源來源: NUTN ALEPH

連結

雙人合作與自主學習對程式設計學習中注意力與程式理解之影響研究 = Effects of Pair Programming and Self-regulated Learning on Attention and Program Comprehension in Visual Programming Language Programming Courses

張宜睿國立臺南大學數位學習科技學系碩士班. 2023[民112]

正在檢索遠程資料庫，請稍等

雙人合作與自主學習對程式設計學習中注意力與程式理解之影響研究 = Effects of Pair Programming and Self-regulated Learning on Attention and Program Comprehension in Visual Programming Language Programming Courses

張宜睿 國立臺南大學 數位學習科技學系碩士班. 2023[民112]

正在檢索遠程資料庫，請稍等

張宜睿國立臺南大學數位學習科技學系碩士班. 2023[民112]