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姓名 楊喻婷(Yu-Ting Yang) 查詢紙本館藏 畢業系所 學習與教學研究所 論文名稱 一對一數位教室的另類學習:設計與湧現的觀點
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摘要(中) 數位學習儼然已成為趨勢。在這⼀股趨勢下,不少的遊戲式學習研究⼤多關注於遊戲式學習是否能促進學習者的學習動機、態度及成效。然⽽,本研究關⼼的是:探討學習者的⽤法與設計者原意是否相符?因此,提出以下研究問題:第⼀,數位平台的設計者與使⽤者之間,有哪些落差?第⼆,使⽤者所湧現的學習⾏為,透過情境學習理論的⾓度將如何賦予不同的學習意義?
本研究以Lave & Wenger(1991)情境學習理論的⼆元概念——教學型課程(teaching curriculum)、學習型課程(learning curriculum)為分析視⾓,將所獲研究結果分為以下三類:⼀、TC 規範內湧現的LC,學⽣在設計者給定的教學課程範圍內,湧現出乎意料的學習課程;⼆、TC 規範外湧現的LC,學⽣在規範之外也展現有趣與特殊的學習現象;第三、學習環境顛簸展現的創意學習,在數位學習學校的環境裡,以網路維繫所有的線上學習活動,當網路環境顛簸狀況頻出時,學⽣則湧現另⼀番與前兩項截然不同的新學習現象。
本研究具體貢獻在於:透過情境學習理論⾓度,作為資料分析視⾓與主要研究⼯具,並由學⽣⾓度出發,揭露數位學習裡經常被忽略的設計者與預設與使⽤者實作間的落差。對於學⽣不同的學習⽅式,以理論詮釋賦予新的學習意義,亦提供未來研究新的研究視野與⽅向。
摘要(英) Digital learning has become a trend. Under this trend, many researches on game-based learning focus on whether it can promote learners′ learning motivation, attitude and effectiveness. However, this study is concerned with: does the learner′s usage match the designer′s original intention? Therefore, the following research questions are raised: first, what is the gap between the designers and users of digital platforms? Second, how will the emergent learning behaviors of users give different learning meanings from the perspective of
situational learning theory?
This study therefore borrowed Lave and Wenger′s (1991) ideas of "teaching curriculum"(TC) and "learning curriculum"(LC) as the lens to explore this neglected
phenomenon. Three different kinds of responses from the students about the teaching curriculum behind the e-platform were discovered. One is LC emerges in TC specification, and students emerge unexpected learning curriculum within the given teaching curriculum
scope of designers. Another is LC emerges outside the TC norms, and students also show interesting and special learning phenomena outside the norms. The other is creative learning in a bumpy learning environment. In the digital learning school environment, all online learning activities are supported by the Internet. When the bumpy learning environment occurs frequently, new learning phenomena emerge which are quite different from the former two.
The specific contribution of this research lies in: from the perspective of situational learning theory, as the data analysis perspective and the main research tool, and from the perspective of students, the gap between designers and presuppositions that are often neglected in digital learning and students′ use is revealed. Different learning styles of students are endowed with new learning significance through theoretical interpretation, and new
research horizons and directions for future research are also provided.關鍵字(中) ★ 教學課程
★ 學習課程
★ 情境學習理論
★ 遊戲式學習關鍵字(英) ★ teaching curriculum
★ learning curriculum
★ situated-learning theory
★ game-based learning論文目次 中⽂摘要 ....................................................... I
英⽂摘要 ...................................................... II
誌謝 ..................................................... III
目錄 ...................................................... VI
圖目錄 .................................................... VIII
表目錄 ........................................................X
第⼀章 前⾔ ........................................................1
1-1 研究動機與背景 ........................................................1
1-2 研究目的與問題 ........................................................2
第⼆章 ⽂獻探討 ........................................................4
2-1 遊戲式學習的相關研究 ........................................................4
2-2 明日學校-明日星球 ........................................................5
2-2-1 明日閱讀-明日書店 ........................................................6
2-2-2 明日寫作-創作島 .......................................................10
2-2-3 明日數學-數學島 .......................................................12
2-2-4 寵物打字-打字島 .......................................................15
2-3 探究情境學習理論 .......................................................17
2-3-1 情境學習理論—合法周邊參與(legitimate peripheral participation, LPP)
.......................................................18
2-3-2 教學型課程與學習型課程 .......................................................18
2-3-3 實證研究 .......................................................19
第三章 研究⽅法
.......................................................32
3-1 研究對象與情境
.......................................................32
3-2 資料蒐集
.......................................................35
3-2-1 學習平台的資料
.......................................................35
3-2-2 觀察日誌
.......................................................36
3-2-3 訪談
.......................................................36
3-3 資料分析
.......................................................37
3-3-1 撰寫現場⽂本
.......................................................37
3-3-2 撰寫理論⽂本
.......................................................38
3-3-3 整理與分析案例
.......................................................39
3-3-4 抽取概念
.......................................................39
第四章 研究結果
.......................................................41
4-1 TC 規範內湧現的LC
.......................................................41
4-2 TC 規範外湧現的LC
.......................................................48
4-3學習環境顛簸展現的創意學習
.......................................................62
第五章 討論與結論
.......................................................70
5-1 結論
.......................................................70
5-2 討論
.......................................................70
5-3 應用與建議
.......................................................72
5-4 研究限制與未來研究
.......................................................74
參考⽂獻
.......................................................75
圖目錄
圖1 明⽇主題學習架構.....................................5
圖2 閱讀登記的操作流程...................................7
圖3 書店經營模式.........................................8
圖4 創作島⽂章歷程......................................11
圖5 數學島學習流程......................................14
圖6 學習平台⾸⾴截圖....................................36
圖7 中規中矩的書店招呼語................................41
圖8 搞笑的書店招呼語....................................42
圖9 ⽤鍵盤打特殊符號....................................43
圖10 裝飾品堵住書店⾨⼝.................................44
圖11 學⽣筆電翻拍——⼩鑰匙...............................46
圖12 學⽣筆電翻拍——筆電儲存密碼列表......................46
圖13 學⽣筆電翻拍——e 世代兒童遊樂園......................47
圖14 刷鍵盤............................................48
圖15 寵物打字闖關畫⾯...................................49
圖16 寵物打字卡關畫⾯...................................49
圖17 學⽣嘗試暫停打字關卡................................50
圖18 創作島⽂章加贅字...................................51
圖19 數學知識地圖.......................................53
圖20 正常版——聊書發⽂區.................................55
圖21 升級版——聊書發⽂區聊天..............................56
圖22 同儕給⽂章建議與對話窗聊天..........................57
圖23 學⽣筆電翻拍——⼩算盤與書店畫⾯同步...................58
圖24 google 算數學......................................59
圖25 學⽣⾃創書籍.......................................61
圖26 學校網站⼩遊戲.....................................61
圖27 學⽣筆電翻拍——離線遊戲..............................63
圖28 斷網樂趣——google 跳跳⿓............................64
圖29 學⽣筆電翻拍——無法連上網路畫⾯.......................66
圖30 學⽣筆電翻拍——反⽩「無法連上網路」...................66
圖31 學⽣筆電翻拍——學⽣操作編輯網⾴內容1..................67
圖32 學⽣筆電翻拍——學⽣操作編輯網⾴內容2..................67
圖33 學⽣筆電翻拍——學⽣操作編輯網⾴內容3..................68
表⽬錄
表1 課室觀察筆記........................................37
表2 訪談紀錄—學⽣觀點...................................39參考文獻 Andersson, P., & Hellberg, K. (2009). Trajectories in teacher education: Recognising prior learning in practice. Asia-Pacific Journal of Teacher Education, 37(3), 271-282.
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簡⼦超、陳德懷(2015)。個別差異對數位學習⼯具使⽤與態度之影響:以明⽇書店為例。第19 屆全球華⼈計算機教育應⽤⼤會發表之論⽂,台北。
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