整合QR-Code到PowerPoint教材對學習動機的影響－以ARCS動機模式為基礎

The Effects of Integrating QR-Code into PowerPoint Learning Material on Learning Motivation Based on ARCS model

施彥安(Yen-An Shih)

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(2014年)

摘要

PowerPoint學習教材在大學課堂及講座上已被廣泛使用，根據先前研究指出，學習者普遍喜好具有PowerPoint教學的課程活動，並顯示PowerPoint教學可以增強學習者的學習動機。然而，先前研究並未深入探討關於PowerPoint學習教材整合行動評量在學習上的影響，有鑑於此，本研究提出了一個嵌入式二維條碼行動評量系統，並整合ARCS動機模式理論來實現一個整合性的課程活動。此課程活動被應用在Java程式設計課程共七週的實驗時間，且邀請三十位大學生來參與這個研究，所有學生被隨機分配到實驗組與控制組，實驗組進行CEMA學習活動，而控制組維持傳統上課方式。本研究使用前後測驗、動機問卷及訪談來探討實驗組與控制組學生的學習表現及動機。最後，前後測驗成績、問卷及訪談結果顯示，此教學活動可以改善學習者的學習表現，以及提高正面的學習動機及滿意度。整體來說，此教學活動有良好的可行性及學習幫助。

關鍵字

行動學習 ； 二維條碼 ； 行動評量 ； PowerPoint ； ARCS動機模式 ； 互動式學習

並列摘要

The frequency of using PowerPoint is estimated a huge amount of times every day in university. Prior studies indicated that most students prefer PowerPoint, and using PowerPoint can enhance their learning motivation. However, there are few studies to further discuss about the effects of using PowerPoint integrating with mobile assessment method. The aim of this study is to propose a new assessment activity that applying mobile technology as well as two-dimensional barcode, and integrating PowerPoint learning material. The new learning activity is named code-embedded mobile assessment (CEMA) activity. This study developed an assessment system based on the CEMA activity. Additionally, to understand the effectiveness, the learning activity and the PowerPoint learning material were designed based on the ARCS model proposed by Keller. A total of thirty undergraduate students were invited in this experiment, and randomly assigned into experimental group and control group. The experiment was conducted on a Java programming course and took seven weeks. Students of experimental group learned with CEMA learning activity. On the contrary, students of control group learned with traditional learning activity. In addition, this study conducted pre-test, post-test, questionnaire and interview to investigate the effect of CEMA learning activity. After experiment, the result showed CEMA learning activity can improve students’ learning performance, and they have positive learning motivation toward the CEMA activity. Overall, the activity has positive feasibility and effect toward students’ learning.

並列關鍵字

M-learning ； QR-Code ； Assessment ； PowerPoint ； ARCS model ； Interactive learning

參考文獻

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