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題名:認知風格與自我效能對3D設計學習表現之影響研究:以科技大學3D虛擬場景製作課程為例
作者:洪士傑
作者(外文):Shih-Chieh Hung
校院名稱:國立中山大學
系所名稱:教育研究所
指導教授:楊淑晴
學位類別:博士
出版日期:2022
主題關鍵詞:認知風格空間能力3D設計自我效能設計成就感3D設計課程Cognitive styleSpatial abilitydesign self-efficacydesign fulfillment3D Scene Modeling Course
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  本研究擬藉由研究者在某南部科技大學任教一門為期18週的「3D虛擬場景製作」選修課程為教學研究場域,透過混合研究法,以量化探討學生經由完成3D設計任務,其認知風格(場地認知、空間認知)、空間能力、3D設計自我效能與學習興趣/成就感以及與設計表現之關係,同時驗證上述相關變項有關3D設計自我效能與設計表現模型,輔以質性分析學生對課程設計相關認知情意態度。硏究工具主要包含「空間能力測驗」、場地認知「團體嵌圖測驗」、「OSIVQ量表」等三種,以了解學生個人的空間能力與認知屬性,以及認知風格自我評估。另外以「3D設計自我效能」、「3D設計學習興趣」、「3D設計成就感」、「課程學習情緒」四種問卷,以了解學生在3D設計學習的自我效能評估、學習過程產生之興趣、成就感等認知情意態度。本研究以描述統計、相關分析及結構方程模型驗證進行資料分析。   
  研究結果顯示,場地獨立類型的學生有較好的空間能力,且空間能力越高,在空間認知上有較高的正向影響,而空間認知的自我評價越高,也會有較高的3D設計的自我效能感受。此外,3D設計自我效能越高的學習者,具有較高的學習興趣與學習成就感,而學習興趣越高則3D設計實作表現越佳。
  最後研究者透過課程的學習情緒問卷,探討學習者的學習心得與教學建議,從半結構與開放式問答中分析實際情意感知態度,亦從學生角度進行教學反思,綜合研究結果深入討論外,並對未來研究提出相關建議。
  This research intends to teach an 18-week "3D Scene Modeling Course" elective course in a Southern University of Science and Technology as a teaching and research field to explore the relationships among students'' cognitive styles (field-dependent and field-independent cognitive styles, spatial cognition), spatial ability, 3D design self-efficacy and design interest, sense of fulfillment, and 3D design performance after completing 3D design tasks while validating the abovementioned variables related to 3D design self-efficacy and design performance models. The study is supplemented by the analysis of students'' cognitive and affective attitudes related to curriculum design. The research tools mainly include the spatial ability test, spatial cognition, the Embedded Figures Test (EFT), and the Object-Spatial Imagery and Verbal Questionnaire (OSIVQ) to understand students'' individual spatial ability and cognitive attributes, as well as self-assessment of cognitive style. In addition, four types of questionnaires were used, namely, "3D design self-efficacy", "3D design interest", "3D design fulfillment", and "course survey", to understand students'' self-efficacy assessment in 3D design learning, interest in the learning process, and cognitive affective attitudes such as sense of achievement. In this study, descriptive statistics, correlation analysis and structural equation modeling were used for data analysis.
  The research results show that students with field independence have better spatial ability, and the higher the spatial ability is, the higher the positive impact on spatial cognition; the higher the self-reported spatial cognition is, the higher the 3D design self-efficacy. In addition, learners with higher 3D design self-efficacy have higher design interest and sense of achievement, and the higher the design interest, the better the 3D design performance.
  Finally, the researcher discussed the learning experience and teaching suggestions of the learners through the course survey. The study analyzed the actual cognitive and affective attitude from the learners’ semi-structured and open-ended question as well as teachers’ teaching reflection from the perspective of students. The study concludes by discussing suggestions for further research and 3D scene modeling courses.
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