自我效能與回饋策略對除錯活動之影響

Effects of Self-Efficacy and Feedback Strategies on Debugging Activities

江佑晟(Yu-Cheng Chiang)

指導教授 ： 藍友烽

國立虎尾科技大學/管理學院/資訊管理研究所/碩士(2010年)

摘要

本研究的目的是去開發一個除錯回饋系統並且提供學生不同的回饋策略，探討學生的自我效能與他們使用的回饋策略在除錯活動之影響。本系統的主要目的集中在程式迴圈概念的除錯練習。實驗樣本包含58位大一學生。實驗結果顯示，本系統有效地改善程式設計新手的除錯技能。實驗結果也顯示，當系統採取考慮回饋策略選擇的加權分數，無論高低自我效能學生傾向於採用無回饋策略。然而，對比之下，當不採取考慮加權分數，結果支持高自我效能學生使用更多低層次回饋策略，例如"無回饋"與"錯誤數量"的回饋策略。另一方面，低自我效能學生使用更多高層次回饋策略，例如"錯誤位置"與"正確答案"的回饋策略。此外，在除錯活動上，本系統在有用性與易用性層面下有一個正面的滿意度。從研究發現的含意上，不同的自我效能學生有不同的回饋策略偏好，一個適性化的除錯練習環境是可以採取適合的回饋策略去支援不同的自我效能學生。

關鍵字

自我效能 ； 回饋策略 ； 除錯

並列摘要

The purpose of this study was to develop a debugging feedback system and provide students with various feedback strategies to explore the effects of students’ self-efficacy and their use of feedback strategies in debugging activities. The aim of the system mainly focused on debugging practices in terms of the programming loop concept. There were 58 university students participating in this study. The results showed the proposed system was effective in improving novice programmers’ debugging skills. The results also showed both high self-efficacy and low self-efficacy students prefer to adopt the no-feedback strategy when the system considers the weighted score regarding feedback strategy selection. However, in contrast to not considering the weighted score, the results supported high self-efficacy students used more low-level feedback strategies, such as "none" and "number of errors" feedback strategies. On the other hand, low self-efficacy students used more high-level feedback strategies, such as "location of errors" and "correct answer" feedback strategies. Moreover, there is positive satisfaction in debugging activities with our proposed system under two dimensions of perceived usefulness and perceived ease of use. The implications derived from the findings for educational practice are different self-efficacy students have different feedback strategy preferences. Further, the developer and designer of an adaptive debugging practice environment could adopt suitable feedback strategies to support the students of different self-efficacy types in debugging activities.

並列關鍵字

Self-efficacy ； Feedback strategy ； Debugging

參考文獻

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