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題名:虛擬學習對大學生解決非結構化問題能力之研究
作者:王淑慧
作者(外文):Shwu-Huey Wang
校院名稱:國立彰化師範大學
系所名稱:商業教育學系
指導教授:廖錦文
林美純
學位類別:博士
出版日期:2013
主題關鍵詞:專家模式非結構問題情境學習虛擬學習虛擬實境expert modelill-structured problemssituated learningvirtual learningvirtual reality
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學生在工作後經常在商場上需要面對許多困難且沒有固定解決方式的非結構問題,然而,傳統教學中理論與實務分離的狀況使得知識無法活用並且無法提供學生實際體驗解決非結構問題的機會,因此,學生經常需要付出許多代價來面對這些非結構的問題。
為提供學生體驗學習的經驗並暸解3D情境式虛擬學習對學生解決結構不良問題的效果如何,本研究設計了一個包含不同部門的虛擬公司(3DVC),受測學生必須扮演總經理的角色到不同部門幫忙解決這些非結構的問題。參與實驗者為一班具有商學背景的學生,研究設計包含前測,3DVC訓練以及後測。資料分析技術包括:(1)以成對樣本t檢定來分析受測學生在前測與3DVC,前測與後測間的問題解決表現是否存在顯著差異;(2)以研究者與評分員的觀察紀錄瞭解學生在實驗過程中的答題狀況表現;(3)訪談三位學業表現約略代表高、中、低三種類別的受測學生以瞭解其對3D情境式虛擬學習的意見與想法。
數量分析結果顯示受測者經過3DVC的訓練,成績在後測的表現顯著優於前測。質性分析方面,訪談結果亦證明受訪者對此一訓練持有高度的評價。本研究的結果顯示3D情境式的學習有助於改善學生非結構問題解決的表現與動機,這對教育人員而言具有重要的參考意義。
Students have to practically face numerous hard and ill-structured problems in the business field when they go to work. However, the separation of theory and practice in traditional instruction makes knowledge be inert and provides no opportunity for students to personally experience the ill-structured problem solving procedure.
In order to provide students with an experiential learning experience and understand the effect of a 3D virtual learning environment in students’ ill-structured problem-solving ability, the present study designed a 3D virtual company (3DVC) for the participants to be a general manager to solve the complex problems for different departments. The participants are a class of business students and the experiment design covers pretest, 3DVC training, and posttest. The data analysis technique including the follows: (1) Employing paired sample t test to understand if there exists any significant difference in problem solving between pretest vs. 3DVC and pretest vs. posttest; (2) Using observation diary provided by the researcher and graders to realize the participants’ performances in the experiment procedures; (3) Utilizing interview three participants who approximately performed higher, middle, and lower in academy to understand whose comments or thoughts toward the 3D situational virtual learning.
The quantitative results showed that the participants made a significant improvement in ill-structured problem solving in the posttest after the 3DVC training. The interview results indicated that the three interviewees highly commented on the 3DVC training. The results are not only meaningful but also provide important references for educators that a 3D situational learning environment is beneficial in terms of students’ ill-structured problem-solving performance and motivation.
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