本研究旨在程式設計課程中加入合作註解學習活動,以輔助學習者在程式的學習,探討合作註解學習活動對學習者之學習成效、學習動機、學習焦慮、與學習滿意度的影響。實驗樣本以雲林縣虎尾科技大學一年級65位學生作施測,皆在實驗前、後進行陣列單元觀念測驗的測量,實驗結束後均填寫學習活動問卷,剔除資料不完整,有效樣本共計60份。並以SPSS 22.0版進行敘述性統計、成對樣本T檢定、信度分析。研究結果如下:(1)學習者在學習成效的前、後測相互比較,有顯著差異。(2)在合作註解學習過程中,能使學習者更積極的參與學習程式,進而激發他們持續學習程式設計的動機。(3)透過合作註解學習過程中,不會使學習者產生學習壓力,反而能與同儕之間輕鬆做學習。(4)透過合作註解學習過程中,在學習上能輕鬆的與同儕間共同成長和學習,同時也提升與同儕之間的互動。
The purpose of this study are to include collaborative annotation learning activities in the programming course to assist learners in the study of programming, the effects of learners' learning performances, learning motivation, learning anxiety and learning satisfaction. The experimental samples were collected from 60 students in the first grade of National Formosa University in Yunlin County. All of the students were tested before and after the experiment. Besides, after the experiment, the questionnaire was completed. SPSS 22.0 version of the narrative statistics, paired samples T test, reliability analysis were used. The results are as follows: (1) There are significant differences between the learners' learning performances before and after the test. (2) In the process of collaborative annotation learning, learners can participate more actively in the learning program, and then stimulate their motivation to continue learning the programming. (3) Through the collaborative annotation learning process, will not make learners generate learning pressure, but can easily do with the peer learning. (4) Collaborative annotation learning not only can easily and peer together to grow and learn, but also to enhance interaction with peers.