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探討WSQ學習引導對學生創造力、學習參與度及學習情緒之影響—以3D列印課程為例 = Exploring the impact of WSQ learning guidance on students' creativity, learning engagement, and learning emotion - An example of 3D printing course

賴玟妤 國立臺南大學 數位學習科技學系碩士班. 2023[民112]

可在 府城總館  2樓參考書區  (DC ILT 111010 )取得(請點選下列選項)

  • 題名:
    探討WSQ學習引導對學生創造力、學習參與度及學習情緒之影響—以3D列印課程為例 = Exploring the impact of WSQ learning guidance on students' creativity, learning engagement, and learning emotion - An example of 3D printing course
  • 著者: 賴玟妤
  • 國立臺南大學 數位學習科技學系碩士班.
  • 主題: WSQ學習引導策略 自主學習 創造力 學習參與度 AEQ學習情緒 3D列印; WSQ learning guidance strategy self-directed learning creativity learning engagement AEQ learning emotion 3D printing
  • 描述: 傳統的教學方法使學生感到學習內容與他們的現實生活和興趣不相關,導致學習參 與度下降,減少對課程活動的投入且難以培養獨立思考和創新能力,2021 年臺灣教育部 在推動科技輔助自主學習計畫中以 WSQ 為基礎發展的引導提問學習單,藉由提供相關 的問題鷹架協助學生進行自主學習,培養學生自主學習的能力外,也協助教學者瞭解學 習者的困難點。本研究旨為,在 3D 列印課程中融入自主學習策略,使用 WSQ 學習單作 為學習鷹架,以提高學生的學習參與度和創造力,並降低學習時的負面情緒,希望透過 有趣的學習環境,幫助學生克服學習障礙,並促進正向情緒的發展。研究採用真實驗設 計,對象為自願參加學生共 41 名。實驗組融入自主學習工具—WSQ 學習單,主要目的 為引導學生在觀看影片時能更深入的理解學習重點,並培養自主學習能力。比較兩組學 生在有無 WSQ 學習引導策略之「創造力」、「學習參與度」、「AEQ 學習情緒」前、 後測成績的差異,並蒐集相關資料進行彙整統計。本研究使用量化統計方法 ANCOVA 和 獨立樣本 t 檢定分析了在 3D 列印課程中應用 WSQ 學習引導策略的成效。結果顯示,使 用 WSQ 引導式學習策略在「創造力」和「學習參與度」方面均顯著優於未使用引導策 略的控制組。在「學習情緒」表現上,實驗組正向情緒表現高於控制組,該策略能夠吸 引學生的興趣,提高學習參與度。在輕鬆的教室氛圍中,正向情緒能夠激發創造力,有 效提升學習效果。 關鍵字:WSQ 學習引導策略、自主學習、創造力、學習參與度、AEQ 學習情緒、3D 列印.
    Traditional teaching methods make students feel that the learning content is not relevant to their real life and interests, resulting in reduced engagement in learning, reduced commitment to curriculum activities, and difficulty in developing independent thinking and innovation. It also helps teachers to understand the difficulties of learners. The purpose of this study is to integrate self-directed learning strategies into the 3D printing curriculum by using WSQ learning sheets as learning scaffolds to enhance students' engagement, learning effectiveness, and creativity, and to reduce negative emotions. Through a fun learning environment, we hope to help students overcome learning barriers and promote positive emotion development.A real-life experimental design was used with 41 students who volunteered to participate in the study. The experimental group incorporated a self-directed learning tool, WSQ learning sheets, with the main purpose of guiding students to understand the key learning points more deeply when watching the video and to develop self-directed learning skills. The differences between the two groups of students in the pre-test and post-test scores of "Creativity", "Engagement", and "AEQ Emotion" with and without the WSQ learning facilitation strategy were compared, and relevant data were collected for statistical compilation.This study analyzed the effectiveness of applying WSQ learning strategies in 3D printing courses using the quantitative statistical method ANCOVA and independent sample t-testing. The results showed that the use of WSQ-directed learning strategies significantly outperformed the non-directed control group in terms of creativity and engagement in learning. In terms of learning emotion, the experimental group showed higher positive emotion performance than the control group, and the strategy was able to attract students' interest and increase learning engagement.
    In terms of learning emotion, the experimental group showed higher positive emotion performance than the control group, and the strategy was able to attract students' interest and increase learning engagement. In a relaxed classroom atmosphere, positive emotion stimulates creativity and effectively enhances learning outcomes.
  • 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: [8],67頁 : 圖,表 ; 30公分..
  • 語言: 中文
  • 資源來源: NUTN ALEPH
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