行動技能學習輔助系統之建置與學習成效評估

本研究透過文獻的整理與分析，探討技能學習的理論基礎和應用行動學習於技能教學的可行性，並利用Moodle 平台和行動app 建置一套應用於大學技術教育之「行動技能學習輔助系統」後，以台灣北部某國立大學修習「木器設計與製造」課程的學生實施八週的準實驗教學（不等組前測－後測設計），以評估行動學習應用於技能教學的成效，共計回收36 份有效問卷。研究結果顯示：(1)使用本系統經實驗教學後，全班的學習動機及分量表中的內在目標、外在目標、工作價值、自我效能、期望成功、測試焦慮等，其後測成績均顯著高於前測的成績。(2)男學生的學習動機分量表中的內在目標、外在目標和自我效能，其後測成績顯著高於前測的成績。(3)女學生的學習動機分量表中的自我效能、期望成功、測試焦慮，其後測成績顯著高於前測的成績。(4)學生的學習動機、內在目標、工作價值、自我效能、期望成功和技能學習成效之間的相關達顯著水準。從以上分析結果，本研究提出了行動技能學習輔助系統的教學效益以及未來應用系統於技能教學的教學建議。

關鍵字

Moodle ；行動學習；技能學習；學習動機；性別差異

並列摘要

Technology Education has become an important means to develop citizens' technological literacy for all worldwide, and one of the most important course objectives in living technology class is to learn how to solve problems through hands-on activities with technical skills. However, it often fails to prepare students technical skills due to limited resources, low learning motivation, insufficient professional training, or inadequate interaction in higher technical education in Taiwan. The use of Moodle has been applied in cognitive education and approved to be effective, but has yet to be proposed, particularly in the field of technical education. To evaluate the effects of using Moodle in technical education, the researcher proposed the Mobile Technical Learning Assistant, which incorporates blended learning approach, instructional scaffolding, learning aids, and the use of collaborative learning. Data from 36 normal university students were evaluated by conducting an eight-week quasi-experimental intervention. Pretest and posttest results were analyzed and demonstrated that there are many performance differences between male and female students in terms of their learning motivation and academic achievement. Finally, some conclusions and recommendations for applying Moodle in a blended learning approach are proposed for higher technical education in Taiwan.

並列關鍵字

Moodle ； Mobile learning ； Technical learning ； Learning motivation ； Gender difference

國際替代計量

行動技能學習輔助系統之建置與學習成效評估

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