具促進學習之測驗回饋儀表板發展與使用研究－以國中理化科光的單元為例

長久以來，測驗為評估學習者學習成效最為常見的方式，不但可協助教學者與學習者能夠立即地瞭解學習者目前之學習情況與問題外，亦可提供學習者回饋訊息，得以讓學習者進一步釐清與解惑當前學習之困境。然而，過去傳統一般課堂教學之測驗回饋形式多以「班級」為單位，由老師帶領學習者檢討測驗內容，較少考量每位學習者的測驗歷程均不相同，需要依據每位學習者的測驗情況提供回饋資訊，方才能夠真正地達到學習回饋的最佳效果。有鑑於此，本研究設計「測驗回饋機制儀表板」，並以理化科目中光單元為例，提供每位學習者個別化的測驗回饋資訊。本研究採用準實驗研究法，以某國中二年級兩班共50名學生為研究對象，其中一班26名學生被分派到採用「測驗回饋機制儀表板」的實驗組，另一班24名學生則被分派到採用「傳統複習」的控制組，探討兩組學習者在理化科學習成效、自我效能以及科技接受度是否具有顯著差異。此外，亦進一步探討不同性別、先備知識和認知風格之兩組學習者在理化科學習成效、自我效能以及科技接受度是否具有顯著差異。研究結果發現：(1) 採用「測驗回饋機制儀表板」的實驗組學習者，在理化科學習成效、理化科自我效能，以及科技接受度的表現均顯著優於採用「傳統複習」測驗回饋模式的學習者；(2) 相較於採用「傳統複習」回饋模式，採用「測驗回饋機制儀表板」對於不同性別、認知風格或先備知識類型之學習者的理化科學習成效與理化科自我效能的提升都具有顯著的助益；(3) 相較於採用「傳統複習」回饋模式，女性、場地獨立與場地相依認知風格以及高先備知識學習者對於採用「測驗回饋機制儀表板」的科技接受度顯著較高。基於上述結果，本研究建議加強推廣使用「測驗回饋機制儀表板」輔助理化科目的學習，協助學生依據自身的學習情況與需求進行學習與複習，藉此促進理化學習成效與自我效能。

關鍵字

儀表板；測驗回饋機制儀表板；學習成效；自我效能；科技接受度

並列摘要

For a long time, the test is the most common way to assess learners' learning outcomes. It not only allows instructors and learners to understand the learners’ current learning status and problems but also provides learners feedback information to help them clarify and solve difficulties in their learning. However, the traditional form of test feedback in general classroom teaching is mostly provided to the whole class, that teachers lead all learners to review the test results, but less consider the test process of each learner is different. It is necessary to provide feedback according to an individual’s test result to achieve the best effects of learning feedback. In view of this, this study designed the "test feedback dashboard" and used the “light” unit in the physics and chemistry subject as an example to provide individual test feedback information for each learner. In this study, a quasi-experimental research was conducted with 50 students from two classes of the 8th grade in a public junior high school in Taiwan. One class of 26 students was assigned to the experimental group using the “test feedback dashboard,” where as the other class of 24 students was assigned to the control group adopting the “traditional review” feedback mode. The purpose of this study is to explore whether there were significant differences between the two groups of learners in their physics and chemistry learning performance, physics and chemistry self-efficacy, and technology acceptance. In addition, this study further explored whether there were a significant differences in the physics and chemistry learning performance, physics and chemistry self-efficacy, and technology acceptance between learners with different genders, prior knowledge, and cognitive styles of the two groups. The results of the study found that: (1) The experimental group learners who used the "test feedback dashboard" performed significantly better on their physics and chemistry learning performance and physics and chemistry self-efficacy, and had higher technology acceptance than the control group learners who utilized "traditional review method" feedback mode. (2) Compared to the “traditional review” feedback mode, the “test feedback dashboard” could significant promote learners' physics and chemistry learning achievement and self-efficacy, regardless of learners’ genders, cognitive styles or prior knowledge types. (3) The female, both the field-independent and field-dependent cognitive styles, and the high prior knowledge leaners showed significantly higher technology acceptance toward the “test feedback dashboard” than the “traditional review” feedback mode the technical acceptance. Based on the above results, this study suggests promoting the adoption of the "Test Feedback Dashboard" in supporting the learning of physics and chemistry subject that to help learners review and learn based on their individual learning status and needs and therefore enhance their learning achievement and self-efficacy.