不同前導組織與先備知識層次在電腦程式設計學習之影響

Effects of Different Advanced Organizers and Prior Knowledge Levels on Computer Programming Learning

劉佩宜(Pei-Yi Liu)

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

本研究的目的是探討不同前導組織與先備知識層次在電腦程式設計學習之影響。28位學生是分配到高先備知識與32位學生是分配到低先備知識。另外，四組前導組織的設計是：(1)程式碼+賽車遊戲範例；(2) 程式碼+流程圖+賽車遊戲範例；(3) 程式碼+流程圖+老師講解+賽車遊戲範例；(4)程式碼+老師講解+賽車遊戲範例。實驗結果顯示：(1) 前導組織類型和先備知識層級在除錯、程式設計和總成就測驗分數之間是有顯著交互作用；(2)高先備知識學習者閱讀前導組織係以程式碼+老師講解+賽車遊戲範例在除錯上將獲得更好的學習成就，此外當他們閱讀前導組織係以程式碼+賽車遊戲範例在程式設計和總成就測驗分數上獲得更好的學習成就；(3) 低先備知識學習者閱讀前導組織係以程式碼+流程圖+賽車遊戲範例在除錯上對將獲得更好的學習成就，此外，當他們閱讀前導組織係以程式碼+流程圖+老師講解+賽車遊戲範例在程式設計和總成就測驗分數上獲得更好的學習成就；(4) 當採用相同前導組織如程式碼+賽車遊戲範例，高先備知識學習者優於低先備知識學習者在除錯、程式設計、總成就測驗分數。本研究教育應用是不同先備知識學習者有不同前導組織的需求去改善具體的學習成就。未來，本研究建議發展者和設計者在課程的設計上，可以具體提供適當前導組織給不同先備知識層級的學習者去提升他們在程式設計技能。

關鍵字

前導組織 ； 雙碼理論 ； 認知負載

並列摘要

The purpose of this study is to investigate the effects of different advanced organizers and prior knowledge levels on computer programming learning. 28 and 32 students were classified into high and low prior knowledge level, respectively. In addition, four groups of advanced organizers were designed: (1) program codes and added racing game sample (Group P), (2) program codes, added flow-chart and added racing game sample (Group PF), (3) program codes, added flow-chart, added teacher narrative and added racing game sample (Group PFT), and (4) program codes, added teacher narrative and added racing game sample (Group PT). Experimental results mainly revealed the following. (a) There were statistically significant interaction effects between the use of advanced organizers and the level of learner’s prior knowledge on the debugging, program design and total achievement test. (b) Learners with high prior knowledge can obtain greater learning achievement on the debugging skill when reading the advanced organizers of Group PT. They can also obtain greater learning achievement on the program design and total achievement test when reading the advanced organizers of Group P. (c) Learners with low prior knowledge can obtain greater learning achievement on the debugging skill when reading the advanced organizers of Group PF. They can also exhibit greater learning achievement on the program design and total achievement test when reading the advanced organizer of Group PFT. (d) When reading the same type of advanced organizers in Group P, learners with high prior knowledge outperformed those with low prior knowledge on the debugging test, program design, and total achievement test scores.

並列關鍵字

Advanced organizers ； Dual coding theory ； Cognitive load theory

參考文獻

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