學生學習風格與師生即時傳訊對學習成效之影響-以程式設計為例

本研究試圖探討在學習程式設計課程上，不同的學習風格與師生即時傳訊是否會對學習成效產生影響，並研究學習風格與師生即時傳訊對學習成效是否存在著交互作用關係。本研究透過實地實驗的方式來驗證，學習風格依據Kolb學習風格型態理論為基礎所定義的學習風格分為「發散者」、「調適者」、「聚斂者」、「同化者」等四種類型的學習者；師生即時傳訊則採「即時傳訊互動」與「無即時傳訊互動」兩種方式來進行程式設計課程內容，以驗證即時傳訊互動方式應用在程式設計課程上是否真有其實質效果，並以學習績效、認知學習、學習興趣、認知技能發展與教學設計滿意等五個構面來衡量學習成效。經實地實驗驗證後，本研究得到下列相關研究結果。首先，學習者之學習風格在學習成效的表現上，「調適者」和「聚斂者」學生的學習成效顯著優於「發散者」和「同化者」的學生。其次，不同師生即時傳訊之主要變項在學習成效上亦有顯著差異，使用即時傳訊互動的學生在學習成效上顯著優於無即時傳訊互動的學生。最後，學習風格與師生即時傳訊的確存在著交互作用效果，其分析結果發現，採用即時傳訊互動方式搭配學習風格類型為「調適者」與「聚斂者」的學習者，在學習成效上有顯著較佳的表現。基於本研究之結果，於文未提出在程式設計教學上的建議。

關鍵字

學習風格；即時傳訊；學習成效；程式設計

並列摘要

The purpose of this study was to examine the influence of personal learning styles and instructor-students interactive modes on learning effect in programming design course. Possible interaction effects of individual learning style and instructor-students interactive modes on learning effect were also examined. This study used the Kolb’s learning styles inventory (LSI) to classify learners into four groups including Accommodator, Diverger, Assimilator and Converger respectively. Moreover, instructor-students interactive modes were divided into two types of communicating approaches: Instant Messaging (IM) and None Instant Messaging (Non-IM). Data was analyzed by two-way ANOVA. Findings indicated that instructor-students interactive modes and learning styles significantly affected learning effect while using IM was better than Non-IM and the Accommodator or the Converger students were better than Diverger and Assimilator students in programming design course. Further study indicated that learning effect was determined by interaction between learning styles and instructor-students interactive modes while using IM combined with the groups of Accommodator or Converger was significantly better than others. According to the results of this study, we provided some suggestions to the programming design course in the final of this research.