將選擇題轉換為是非題進行測驗對於學生複習課程內容所產生的影響

Transforming MCQs into True-False Items in Tests to Help Students Better Review Course Materials-An Investigation

馬正軒(Cheng-Hsuan Ma)

指導教授 ： 鍾斌賢

中原大學/電機資訊學院/資訊工程研究所/碩士(2020年)

https://doi.org/10.6840/cycu202000760

摘要

現今選擇題已經被廣泛的使用，因為其方便出題及易於評分的優點，適合拿來練習或考試；學生在學習過程中已經寫過了無數次的選擇題，並有習慣的作答策略，然而有些作答策略對於學習正確的觀念是沒有幫助的，像是藉由排除可能性較低的選項並得出正確答案，這樣的方式容易記不住正確的觀念，造成沒有其他選項就無法作答的狀況。如何讓學生在作答時記住正確觀念，並在作答時知道自己哪裡的觀念是不熟悉的，是一個重要的課題。
本研究為作業系統課程開發了一個遊戲式的學習系統，在系統中以選擇題練習為主，並將學生分成兩組：「實驗組」和「對照組」。「實驗組」一次會看到一個選項，學生需要判斷該選項是否為正確答案，如果判斷不是才會看到下一個選項，「對照組」則是使用傳統的四選一選擇題進行學習，本研究主要在探討哪一種作答方式對於學生的學習有更好的影響。
實驗結果發現，兩種作答方式對於學生的學習都有明顯的幫助，實驗組在學習成就後測更是和對照組有顯著的差異；進一步的分析發現本研究所提出的方法在擁有高先備知識的學生上有較好的學習效果，而在學習興趣的方面實驗組則有顯著的下降，推測是因為學生習慣了傳統的作答方式，習慣比較選項間的差異，造成在新的作答方式上有答題的困難。

關鍵字

新選擇題作答方式 ； 遊戲式學習 ； 學習成就 ； 學習保持力

並列摘要

Nowadays, multiple-choice question have been widely used. Because of its convenience and easy to score, multiple-choice question is suitable for practice or examination. Students have done multiple-choice question many times in the learning process and have accustomed answering strategies. However, some Answering strategies are not helpful for learning correct concepts. For example, by eliminating the less likely options and getting the correct answers, it is easy to fail to remember the correct concepts, resulting in a situation that you cannot answer multiple-choice question without other options. How to make students remember the correct concepts when answering multiple-choice question, and find out the concepts that they are unfamiliar, is an important topic.
This study has developed a game-based learning system for operating system courses, that is based on multiple-choice questions, and students are divided into two groups: "experimental group" and "control group". The "experimental group" will see one option at a time. Students need to judge whether the option is the correct answer. If this option is not the correct answer, they will see the next option. The "control group" uses multiple-choice questions for learning. This study is mainly to explore which answering method has a better impact on students' learning.
The results of the experiment found that the two answering methods are helpful for students’ learning. The experimental group’s post-test of learning achievement is significantly different from the control group. Further analysis found that the method proposed in this research is effective for those with high prior knowledge. Students have a better learning effect, but the experimental group has a significant decline in learning interest. It is speculated that the students are used to the traditional answering method and are used to comparing the differences between the options, resulting in the difficulties to answer questions in the new answering method.

並列關鍵字

new multiple-choice answering method ； game-based learning ； learning achievement ； learning retention

參考文獻

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