探討無所不在幾何學習系統與其對幾何學習及量測估算的影響

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林立凱(Li-Kai Lin) 查詢紙本館藏

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網路學習科技研究所

論文名稱

探討無所不在幾何學習系統與其對幾何學習及量測估算的影響
(The effect of ubiquitous geometric learning system on geometric learning and measurement estimation ability)

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摘要(中)

目前已有許多研究指出學習者空間能力與其幾何學科有顯著的正相關，然而大多數量測個體空間能力的方式是以心像旋轉以及空間視覺的測驗量表為主，鮮少探討個體對於感知空間實物大小與距離的能力。雖目前國小課程已將實際量測納入學習活動中，然而礙於傳統教學的限制影響，學習者無法正確的觀察抽象的度量單位與實際大小之間的關係。因此本研究設計一套Ubiquitous Geometry(UG)學習系統，將學習者日常生活常見的物件與其幾何學習內容作結合，並透過行動載具進行實際量測，藉此提升其量測動機與經驗，並強化對於幾何概念的記憶與理解。本研究參與者為某國小五年級三個班級的學生，共計75人，為期五週的實驗期間，三組將進行不同學習方式，以探討不同實驗干預之學習者的學習成效以及其量測估算能力之差異性，並進一步探討實驗組的學習行為與其學習成效間的關聯性。
研究結果表明，在幾何學科測驗中實驗組顯著優於控制組甲、控制組乙；在量測估算能力測驗中實驗組顯著優於控制組乙，此外接受不同學習干預的學習者其量測估算能力與其幾何學習成效皆呈現顯著正相關。實驗組的學習行為分析結果表明，在同儕互評活動中，學習者給予同儕協助(aid)性建議的數量與其學習成效呈現顯著正相關；在同儕競爭的學習活動中，學習者的挑戰次數、挑戰最高分以及觀看挑戰紀錄與其學習成效呈現顯著正相關；學習者實際量測次數與其學習成效和量測估算能力呈現顯著正相關。多數實驗組的學習者皆認為透過實際量測的經驗是能夠有效的提升其對於幾何概念的理解，並且對於其量測估算能力是有幫助的。

摘要(英)

Several researchers recently indicated that individual’s spatial ability and learning achievement of geometry have a significant positive correlation. Out of that most of the researchers employed a questionnaire including mental rotation or spatial visualization to test individual’s spatial ability. However, the individual’s ability in perceiving the real object size or the distance to the object has not been thoroughly investigated so far. In this study, we developed the ubiquitous geometry (UG) learning system to support students to learn about geometric concepts, and to enhance their motivation to perform real world measurements. 75 fifth grade students were participated in this study during five weeks, where they were divided into three groups with different learning ways. We investigated the difference of geometry learning achievement and measurement estimation ability among three groups, and further explored the relationship between the learning behavior and learning achievement.
In the geometry test, the results show that experimental group performed better than control groups I and II. The results of measurement estimation test represent that the experimental group performed better than control group II. Moreover, irrespective of the kind of learning way used, students’ geometry learning achievement has a positive correlation with their measurement estimation ability. The results of the learning behavior analysis show that the amount of aid suggestion feedbacks has a positive correlation with learning achievement. In the peer competition, the amount of competition, the highest score of competition and the amount of review competition have positive correlations with learning achievement. The amount of actual measurement has positive correlations with their learning achievement and measurement estimation ability. Finally, most of the participants had a positive attitude towards the UG system and the designed activities, and expressed that the UG system helped them to enhance their measurement ability and knowledge on geometric concepts effectively.

關鍵字(中)

★ 空間量測估算能力
★ 數學幾何
★ 無所不在的學習

關鍵字(英)

★ Spatial measurement estimated ability
★ Math geometry
★ Ubiquitous learning

論文目次

中文摘要 i
Abstract ii
目錄 iii
圖目錄 v
表目錄 vi
第一章緒論 1
1.1研究背景與動機 1
1.2研究目的與待答問題 4
1.3研究限制 5
第二章文獻探討 6
2.1幾何數學與空間能力 6
2.1.1幾何數學 6
2.2.2空間、估算與幾何數學能力 7
2.2情境學習 9
2.3無所不在學習環境 12
2.3.1無所不在學習歷史沿革 12
2.3.2無所不在學習優勢與特性 13
2.3.3無所不在學習相關研究 14
2.4學習動機 18
2.5學習活動 20
2.5.1同儕互評 20
2.5.2同儕競爭 21
第三章系統設計與實作 22
3.1系統設計 22
3.1.1 基本量測 23
3.1.2 幾何面積量測 27
3.1.3 回家作業同儕互評 30
3.1.4 同儕競爭積分挑戰 31
3.1.5 幾何地圖 33
第四章研究方法 35
4.1研究架構 35
4.2研究流程 37
4.3研究對象 40
4.4實驗設計 41
4.5研究工具 44
4.6資料蒐集 47
4.7資料分析 49
第五章結果分析與討論 51
5.1學習成效分析 51
5.1.1幾何學科測驗分析 51
5.1.2量測估算能力測驗分析 52
5.1.3量測估算能力與幾何學科學習成效之相關分析 53
5.2學習者於學習活動之學習行為分析 54
5.2.1 學習者學習行為與學科學習成效之分析 54
5.2.2 不同學習成效於積分挑戰賽之行為差異分析 56
5.3學習者實際量測行為分析 56
5.3.1學習者之實際量測行為與各學習成效之相關分析 57
5.3.2 學習者正確量測幾何面積次數與學習行為之分析 58
5.4學習行為對於幾何學科成效與量測估算能力之預測能力分析 59
5.5問卷分析 60
5.5.1科技接受模型(TAM)問卷分析結果 60
5.5.1凱勒學習動機(ARCS)問卷分析結果 65
第六章結論與建議 70
6.1結論 70
6.1.1　UG學習系統對於國小學童之幾何學習成效之影響 70
6.1.2　UG學習系統對於國小學童之量測估算能力之影響 70
6.1.3　國小學童之幾何學習成效與量測估算能力之關係性 71
6.1.4　學習者的學習行為對於學習成效之影響 71
6.1.5　學習者的實際量測行為對於其幾何學習成效及量測估算能力之影響 71
6.1.6　學習者對於UG學習系統之接受程度與學習動機為何 72
6.2未來工作與建議 73
第七章參考文獻 74
附錄一前測試卷 80
附錄二後測試卷 82
附錄三量測估算能力試卷 85
附錄四科技接受模型問卷 86
附錄五凱勒學習動機問卷 87
附錄六控制組回家作業學習單 88

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指導教授

黃武元(Wu-Yuin Hwang)

審核日期

2014-4-22

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