應用線上電路模擬軟體促進高職生Arduino程式語言學習動機之研究

現今物聯網（IoT）的架構，使用Arduino核心來做開發工具，它是一個開放原始碼的單晶片微控制器，也是目前導入實作課程的主流。然而，Arduino程式語言是一種軟、硬體搭配的技能學習，硬體的部分需搭配儀器、工具及線材元件；程式語言的學習則著重反覆思考與偵錯，往往需要耗費長時間的學習與實作驗證。實作課程學習時間有限，課程結束後的學習，會隨著學習場所的異動，造成學習中斷。因此，如何解決實作課程空間與時間的限制，讓學生利用線上教學資源，引起動機（Motivation），設定目標（Goal setting），進而培養學生自主學習（Self-directed learning）的能力。　　研究的對象為高職三年級學生，讓學生學習Arduino程式語言技能，作為專題製作畢業作品的先備課程。首先利用教師資源引導學習Arduino程式語言及線上模擬工具（Tinkercad Circuits），再搭配數位學習（e-Learning）的方式，利用線上資源自主學習，解決實作課程空間與時間的限制。最後以酷課雲（CooC）的教學平台，來完成學生的繳交作業、成果發表及學習評量。　　本研究運用ARCS動機模式與線上模擬工具融入Arduino程式設計之教學，對於學生學習動機與影響因素之研究。以臺北市某高職三年級一個組10人為對象，進行前後實驗設計方法，教學實驗時間前後各四週，依據教學之前、後，對學生進行ARCS動機量表施測，並且以相依樣本t檢定分析學生的學習動機，研究結論如下：一、ARCS動機模式融入Arduino程式設計教學，對學生學習動機影響之前、後教學有顯著差異。二、線上模擬工具融入Arduino程式設計教學，有顯著的因素影響學習動機。

關鍵字

模擬教學；動機理論；自主學習；線上學習

並列摘要

Today's Internet of Things (IoT) structures use the Arduino core as a development tool. It is an open-source, single-chip microcontroller and the current mainstream of the implementation curriculum as well. However, the Arduino programming language is a technical skill learning with software and hardware. The technical skill learning of the hardware part needs to apply with instruments, tools and wire components. The skill learning of programming language emphasizes rethinking and debugging, and it often takes plenty of time to learn and implement verification. The time of the implementation course is limited, and the progress of the after-course learning may be interrupted as the learning place changes. Therefore, the study goal should be how to solve the limitations of the space and time of the implementation curriculum, cause motivation and goal setting, and develop the ability of self-directed learning by using the online teaching resources. 　　The study is aimed at the third-grade students in vocational high school, allowing students to learn Arduino programming language skills as a special project course for the production of graduation works. First, the teacher resources are used to guide the Arduino programming language and online simulation tools (Tinkercad Circuits), and then the e-Learning method is applied on online resources to learning independently and solving the limitations of the space and time of the implementation curriculum. Finally, the CooC teaching platform is used to complete the hand in homework, result presentation and learning evaluation of students. 　　This study integrates the ARCS motivation model and online simulation tools with the teaching of Arduino programming on the study of students' motivation and influencing factors. The research participants are 10 students a group in the vocational third-grade school in Taipei City. Each teaching experiment lasted for four weeks. The students were tested on the ARCS motivation scale before and after the teaching experiment, and the analysis of learning motivation was based on the dependent sample t test. The experiment result reveals as follows: First, the ARCS motivation model with the Arduino programming teaching has significant differences on the before-and-after result of learning motivation. Second, the online simulation tool with the Arduino programming teaching has significant factors affecting the learning motivation.