翻轉教室於數位學習之學習成效研究–以槓桿原理為例

Studying on the effectiveness of e–learning in the flipped classroom – A case study of learning lever principles

姚舒嚴(Shu-Yen Yao)

指導教授 ： 賀嘉生 ； 鄭憲永

中原大學/電機資訊學院/資訊工程研究所/碩士(2016年)

https://doi.org/10.6840/cycu201600864

摘要

本研究探討翻轉教室APP應用於自然領域中槓桿原理課程對於學習者的學習成效及認知負荷是否有差異。研究對象為北部H補習班班內國小四年級學生為實驗對象，男生30人、女生20人，共50人，共分為2組，一組為控制組25人，一組為實驗組25人。此50名學生同時進行10分鐘的學習成效測驗前測，以瞭解兩組學生是否為同一水平; 接著讓實驗組學生有24小時時間使用翻轉教室APP，以對應翻轉教室中在家預習、上課討論的實際狀況; 接著兩組分開同時進行教學，觀察上課狀況、討論情形、作品完成度; 課程結束後對兩組進行學習成效測驗以及認知負荷量表施測，來瞭解學生的學習成效，並了解翻轉教室APP是否加入翻轉教室APP是否增加其壓力。
經資料分析（1）實驗組與控制組，學習成效均有顯著進步。（2）使用翻轉教室APP相對於傳統教學，學習成效有顯著的不同。（3）外加翻轉教室APP於學習中，不會增加學習者的認知負荷。最後根據研究結果與學習者回饋，本研究所使用之翻轉教室APP對於即時性回饋略顯不足，未來期望加入學習者的互動管道，達到涵蓋翻轉教室的所有階段。

關鍵字

數位學習 ； 翻轉教室 ； 學習成效 ； 認知負荷

並列摘要

This study investigated whether the utilization of the Flipped Classroom （FC） app in the lesson of the principle of leverage in nature led to any differences between learners as indicated by their scores in learning performance testing and the cognitive load scale.
The study subjects were 50 fourth grade elementary school pupils from one class at H Cram School in North Taiwan, who consist of 30 boys and 20 girls and were divided into 2 groups, i.e. one control group and one experimental group each with 25 pupils. The 50 pupils were asked to take a 10–minute pretest simultaneously to ensure that they were at the same academic level. Then, the experimental group were invited to use the FC app. For the purpose of verifying the actual use of the FC by the pupils, this experiment course contents progress allowed 24–hour usage time for the pupils to correspond to their actual usage of the FC for preview at home and in–class discussion. Then, the two groups received classroom teaching separately and simultaneously to monitor their in–class participation, discussion and task completion. Let learner's complete learning performance test and cognitive load scale, from the result （data） could observe that the effectiveness of learning and variation of flipped classroom APP's cognitive load. The cognitive load scale was also used to verify whether the addition of the FC caused more stress for the pupils and whether it reduced the difficulty of the lesson.
By data analysis：（1）The learning performance had significant progress in both experimental and control group. （2）FC app for general education, has led to significant differences. （3）Add to FC app in learning, does not increase the cognitive load of learners. It is expected that interactive platform can be including all stages of the flip classroom.

並列關鍵字

E–Learning ； Flipped Classroom ； Learning Achievement ； Cognitive Load

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