- 學位論文
教學活動與教學輔助工具耗損效應之探討
Examing the ware-out effect on education activity and teaching tools
摘要
現在許多文章裡，作者透過教學輔助工具來進行他們所設計的教學活動，其結果大都不錯，但很少有文章討論他們所設計的教學活動、所使用的教學輔助工具是否會有耗損效應(ware-out effect)，因此本篇文章對中原大學資訊工程學系一年級修習計算機概論的學生，進行為期12周的教學活動，並在不同的時間點，對學生進行問卷調查，觀察學生的「活躍度」、「參與度」、「學習動機」、「學習助益」、「教學輔助工具」這幾個面向是否有耗損效應，以及在使用不同的教學輔助工具時，是否會得到不同的問卷結果。 本實驗結果指出，在進行包含測驗、合作、競爭三項元素的教學活動時，在學生的「活躍度」、「參與度」、「學習動機」、「學習助益」面相上並沒有觀察到耗損效應，以及，當「教學輔助工具」面向達普通水準以上時，教學輔助工具的不同不會造成學生在「活躍度」、「參與度」、「學習動機」、「學習助益」面向上，有不同的結果。
並列摘要
The main purpose of this study is to examine the wear out effect of educational activities in the classroom. An educational experiment was performed. The experiment consisted of two phases. Each phase lasted for six weeks. We divided the students into a control group and an experimental group. In Phase One, both the control group and the experimental group used the same learning tool to engage in the same kind of educational activities in the classroom. In Phase Two, the two groups used different learning tools to engage in the same educational activities. The goal was to find out whether a difference in the learning tool used would have an effect on learning. All participants of this experiment were freshman students of Chung Yuan Christian University, majoring in Information and Computer Engineering. As the experiment started, there were 104 participants. Among these 104 participants, 74 of them completed the experiment and filled out all questionnaires. The results show that there were no significant wear-out effects in student engagement, motivation and perceived learning. This was the case even when both groups used different learning tools. What is more, when the level of “Learning tool” dimension was higher than normal, the learning tools used in this study still did not lead to a significant difference in either “Classroom dynamics”, “Student engagement”, “Student motivation” or “Perceived learning” dimension.