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題名:情感式學習系統發展與分析-以程式語言學習為例
作者:蘇聖雄
作者(外文):Sheng-Hsiung Su
校院名稱:國立臺南大學
系所名稱:數位學習科技學系碩博士班
指導教授:林豪鏘
學位類別:博士
出版日期:2015
主題關鍵詞:情感式學習系統程式語言認知風格科技接受模式學習態度學習成效affective learning systemprogram designcognitive styletechnology acceptance modellearning attitudeslearning effects
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本研究嘗試將情感運算技術運用於數位學習領域,發展情感式學習系統應用於程式設計的教學活動上,以探討情感式學習系統對不同認知風格的學生在科技接受度,學習態度與學習成效上有何影響. 本研究實驗對象為高中二年級學生,分為兩個實驗階段,實驗前先接受認知風格測驗及程式能力測驗,第一階段使用情感式學習系統進行文字型程式語言學習,學習完畢進行文字型程式語言測驗,並填寫科技接受模式量表與程式語言學習態度量表,最後進行焦點團體訪談;第二階段使用情感式學習系統進行視覺型程式語言學習,學習完畢進行視覺型程式測驗,並填寫科技接受模式量表與學習態度量表與進行半結構式訪談。本研究的研究工具為「認知風格量表」,「科技接受模式量表」, 「程式語言學習態度量表」,「程式學習成效測驗」,實驗後分析不同認知風格學生使用情感式學習系統進行程式語言學習後,在科技接受模式,程式學習態度與程式學習成效上是否存在差異,並經由質性研究,來檢視文字型與視覺型程式語言是否有學習遷移現象。
This study attempts to apply affective computational techniques to the area of digital learning, develop an affective learning system application in the teaching activities of program design, and aims to explore how the affective learning system influences students with different cognitive styles in technology acceptance, learning attitudes, and learning effect. The experimental subjects in this study are the 2nd grade students in a senior high school, and our experiment is divided into two stages. Before the experiment began, the students were tested for cognitive style and programing ability. In the 1st stage, the affective learning system was employed to conduct text-based program language learning, followed by a text-based program language learning test, and completing a technology acceptance model scale and program language learning attitude scale. Finally, a focus group interview was held. In the 2nd stage, the affective learning system was used to precede vision-based program language learning. Then, students took a vision-based program test after learning, completed the technology acceptance model scale and program language learning attitude scale, and took part in semi-structured interviews. The research tools are “cognitive style scale”, “technology acceptance model scale”, and “program language learning attitude scale”. After the experiment, we analyzed whether there is difference in the technology acceptance model, program learning attitude, and program learning effect after students with different cognitive styles employed the affective learning system to learn program language. Then, qualitative research was conducted to examine whether learning migration exists in text-based and vision-based program language learning.
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