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題名:運用電腦化即時回饋評量工具分析學童空間能力表現之研究
作者:張靖敏
作者(外文):Chang,Ching-Min
校院名稱:國立嘉義大學
系所名稱:教育學系研究所
指導教授:楊淑朱
李茂能
學位類別:博士
出版日期:2019
主題關鍵詞:空間能力即時回饋評量工具整合分析遊戲經驗Spatial AbilityImmediate Feedback Assessment TechniqueMeta-AnalysisPlay Experience
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本研究旨在發展電腦化即時回饋評量工具 (Immediate feedback assessment techniques, IFAT),應用於檢驗5-7歲學童空間能力表現之差異情形。電腦化IFAT線上版具有即時回饋、雲端同步偵測與紀錄、測中學、多元計分等特色。本研究以嘉義地區134位男童,124位女童為樣本。主要以SPSS 20.0與Amos 7.0統計軟體進行資料分析,本研究結果與文獻整合分析結果之發現如下:
一、電腦化IFAT檢驗空間能力測驗具有良好之信、效度。二、電腦化IFAT多元計分方法優於傳統測驗二元計分方法,研究結果顯示適合應用於空間能力測驗,為中效果。三、遊戲經驗在不同性別學童的空間能力表現具有交互作用,男童的空間能力表現顯著優於女童,遊戲經驗是男女童與其空間能力表現之調節變項。四、遊戲經驗在不同父母社經地位對學童的空間能力表現上具有中介效果,學童的遊戲經驗是父母社經地位與其空間能力表現之中介變項。五、5-7歲學童對電腦化IFAT的回饋評量與提示功能有高接受度,多數學童支持IFAT測驗型式,回答至正確可降低緊張的焦慮感,提示功能的學習,可提升繼續作答的意願。
The purpose of this study is to develop a computerized immediate feedback assessment technique (IFAT) to examine the spatial performance differences in schoolchildren aged 5 to 7. Computerized IFAT features online instant feedback, cloud synchronous detection and recording, learning by testing, and polytomous scoring. The subjects of this study were 5-7 years old children, including 134 boys and 124 girls in Chiayi area in Taiwan. The data was analyzed by SPSS 20.0 and Amos 7.0 statistical software. The main research findings are as followings:
First, the computerized IFAT spatial ability test had good reliability and validity. Second, the computerized IFAT polytomous scoring method had better discrimination than computerized dichotomous scoring method. The results of the study show that it is suitable for use in spatial ability tests with medium effects. Third, play experience played an interactive role in the spatial ability of children of different genders. The spatial ability performance of boys is statistically significantly better than girls. The play experience was the moderator variable that affects the spatial ability performance of boy and girl schoolchildren. Fourth, the play experience had mediation effect on the spatial ability performance of school children affected by their parents' socioeconomic status. The play experience was the mediator variable between spatial ability performance and their parent's socioeconomic status.
And finally, the response of the acceptance of boys and girls aged 5-7 using computerized IFAT is respectable. Most of the children support the IFAT test style because it allows children to answer the questions until they get the correct answer. This will help them reduce the anxiety from failing the questions. And computerized IFAT test also provides the prompt function learning, This can enhance the continue answering questions willingness.
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