探討人因對遊戲式翻轉教學應用於多媒體網頁程式設計課程之影響

The Impact of Human Factors on a Game-Based Flipped Learning Approach - Applying to Multi-Media Web Programming Courses

陳詩蓓(Shih-Pei Chen)

指導教授 ： 黃國豪

共同指導教授 ： 陳碧茵(Beyin Chen)

嶺東科技大學/資訊學院/資訊管理系碩士班/碩士(2017年)

摘要

近幾年，翻轉教學之興起，受到眾多矚目，它改變了過去傳統教學的教學模式，增加學生實作與討論的時間，但是學生是否能夠做好課前自我學習是翻轉教學成功與否的關鍵。針對此問題，本研究以多媒體網頁程式設計課程為例，建置了遊戲式翻轉教學系統供學生進行課前的自我學習，系統設計成遊戲闖關的模式，每個單元有兩個關卡，第一關是觀看教學影片，第二關是翻翻樂遊戲。其中教學影片之觀看是為了讓學生在家先自我學習多媒體網頁程式設計的基礎概念；而翻翻樂遊戲則是為了讓學生在看完教學影片後能驗收自我學習的成果。這樣的設計可以讓學生在遊戲的情境中，了解課前自我學習的成效，作為本研究的實驗組。但是，由於不同人因的學生可能對這樣的教學模式有不同的效果，因此本研究也開發了一個傳統的線上測驗翻轉教學版本，作為本研究的對照組，將兩組依照人因（先備知識、認知風格）來進行資料的分析，以探討並了解人因對學生的學習動機、學習成效以及認知負荷之影響。結果發現遊戲式程式設計翻轉教學的學生之學習動機高於傳統程式設計翻轉教學學生，傳統程式設計翻轉教學的學生之布魯姆認知歷程向度中的記憶與理解學習成效優於遊戲式程式設計翻轉教學的學生，高先備知識學生在程式設計整體學習成效及記憶與理解學習成效都較適合傳統程式設計翻轉教學，意味著，高先備知識學生適合傳統題型的學習環境。至於先備知識、認知風格分別對學習方法在布魯姆認知歷程向度中的應用與分析之學習成效則均無顯著影響。根據訪談資料顯示低先備知識學生對遊戲式程式設計翻轉教學模式的肯定明顯高於高先備知識學生。

關鍵字

人因 ； 遊戲式學習 ； 翻轉教學 ； 多媒體網頁程式設計 ； 翻翻樂

並列摘要

In recent years, the flipped teaching has received the attention by scholars and changed the traditional teaching way. Its advantage is the time of implementation and discussion together with students is increased. However, whether the students can make a good self-learning is an important key to whether the flipped teaching succeeds or not. Therefore, this study takes a multi-media web programming course as an example and develops a game-based flipped teaching self-learning system which designs the self-learning into a mode of passing through a game. Each teaching unit contains two stages. The first stage is to watch teaching videos by which students can learn basic concepts of the course themselves at home. The second stage is to play a "looking through game" by which students can understand the situation of self-learning. After the learning of the progress, the learning effectiveness of the self-learning can be checked. It is for the experimental group. But, under this teaching mode, different human factors may result in different effects. So, this study also designs another flipped teaching version. This version replaces the second stage ("looking through game") by online test. It is for the control group. Then, the learning motivation, learning effectiveness and cognitive load are analyzed according the human factors (prior knowledge and cognitive styles). The results show that the learning motivation of the students in the game-based programming flipped teaching is higher than that in the traditional programming flipped teaching. According to the learning effectiveness of the memoring and understanding in Bloom's cognitive process dimension, the traditional programming flipped teaching students are superior to the game-based programming flipped teaching students. According to the overall learning effectiveness in the programming and the learning effectiveness of the memoring and understanding, the high prior knowledge students are more suitable for the traditional programming flipped teaching. This means that in general, the high prior knowledge students are suitable for the traditional learning environment. As for the applying and analyzing in Bloom's cognitive process dimension, the different prior knowledge and cognitive style students have no significance in both the game-based and the traditional programming flipped teaching respectively. From the interview data, it can be seen that the affirmation of the low prior knowledge students on the game-based programming flipped teaching model is higher than that of the high prior knowledge students.

並列關鍵字

human factors ； game-based learning ； flipped classroom ； multi-media web programing ； looking through game

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