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題名：社會網路於學習電腦繪圖之中介效用
作者：黃教益
作者(外文)：Chiao-IHuang
校院名稱：國立成功大學
系所名稱：創意產業設計研究所
指導教授：陸定邦
孔憲法
學位類別：博士
出版日期：2014
主題關鍵詞：社會網絡；成就動機理論；跨階層中介效用；電腦繪圖；教育理論；階層線性模式；二階成長理論；Social Network；Achievement Motivation Theory；Cross-level Mediation；CAD；Education；HLM；Two-level Growth Model
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在本研究涵構中，電腦繪圖是學生重要的課程之一，將電腦繪圖視為就職必要技能應該可以驅動學生努力學習，然而研究發現，絕大部份學生僅在有作業或準備考試時才會練習，不願意平時練習的主要原因則在於無法在遭遇到操作問題時，獲得同學的即時協助。如果必要完成作業時，他們則會尋求同儕的協助。事實上，學生間的互動確實幫助他們學會電腦繪圖，然而他們是如何互動的卻仍然未知，值得一探究竟。基於成就動機理論及先黃教益等(2012)的研究成果，本研究以問卷收集某間科技大學的三個班級於三個選定時機的調查資料（樣本數N=129，信度Chronbach’s α=0.68~0.78），在三個班的指導老師、授課內容、教學課程及教室都是相同的限制條件下，驗證長時序中動機與學習成就的因果關係，另外也收集三個時間點，學生彼此間的社會網絡行為，藉由階層線性模式HLM（Hierarchy Linear Modeling) 分析跨層級的中介效用，以及二階成長線性模型。研究發現，在學習電腦繪中，開始及長時序下，動機依舊能用來預測不同階段的學習成效，而且社會網絡行為及學習成效都顯著成長，而中介效用只在開始有效，而長時序卻無顯著關係。因此本研究宣稱學習成動機理論確實可以應用於電腦學習涵構，而社會網路行為的長時序中介效用則仍有待進一步研究。
In our research context, CAD is one of most important courses for students. Viewing expertise in CAD as a requirement for a professional career should motivate students to learn it without hesitation; however, studies show they practice only for examinations or assignments. The reason cited for seldom practicing is frustration with lack of immediate assistance from teachers or mentor classmates when problems are encountered. When use of CAD is required to complete out-of-class assignments, students often ask friends for help. Indeed, student interaction helps them learn CAD, but how that interaction helps them remains unknown. A questionnaire based on Achievement Motivation Theory (AMT) was used in 3 different classes to test the causality between motivation, behavior and performance, with four constraint conditions (N=129, Chronbach’s α=0.68~0.78), which were under the same teacher, during the same period, in the same course, and in the same classroom. Survey items also included students’ social networks (SN) while learning CAD. HLM was used to test cross-level mediation and the two-level growth model. Our study found motivation could also be used to longitudinally predict the performance in a CAD learning situation. Performance and SN are shown to be significantly increasing over the entire learning process. However, the mediation effect of SN only takes effect at the beginning of learning, and its longitudinal effect is left for future study.
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