本研究在「問題本位學習」教學模式的基礎下,除了原本的「問題本位學習」教學,教師還在課堂上應用模擬遊戲讓學生在課堂上實際操作,使學生藉由模擬遊戲了解如何使用課本知識,將有助於學生有效的學習及獲取知識,並在此教學環境下,加入學習風格與人格特質因素探討對於學生學習之影響,而研究結果發現:工業系學生在學習感官向度上大多為圖像視覺型學習者。學習風格的學習感官與人格特質的情緒失調具有交互作用。圖像視覺型的不同情緒失調特質在學期總分平均具有顯著差異,也就是當在圖像視覺型下,情緒失調不明顯,個人適應與社會適應偏向不明顯的學生學期總分成績會較高,故上述論點將可提供教師在教學策略運用之參考。
This study is based on the Problem-Based Learning teaching model. Besides the normal teaching, the teacher applied the virtual reality game in the classroom for students. The advantages of the simulation games are enable students to understand how to use textbook knowledge via the simulation process and effectively help students to learn and acquire knowledge. In this teaching environment , the main objective of the study explores learning styles and student personalities factor of impact for students. The study results indicate students of Department of Industrial and Systems Engineering mostly are image visual learner on the sensory dimensions. Sensory dimensions of learning styles and mood disorders of student personalities are traits of interact. Image visual and different mood disorders are significantly different on the semester average score. In other words, students of the mood disorders not obvious, personal adaptation and social adaptation trend to be not obvious in the image visual will be higher semester score. Those arguments can provide teachers as reference on their teaching strategies.
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