趣創者理論應用於職業訓練以培養創造力之行動研究

以作者查詢圖書館館藏

、以作者查詢臺灣博碩士

、以作者查詢全國書目

、勘誤回報

、線上人數：36

、訪客IP：3.133.12.172

姓名

楊健裕(Jian-Yu Yang) 查詢紙本館藏

畢業系所

網路學習科技研究所

論文名稱

趣創者理論應用於職業訓練以培養創造力之行動研究
(An Action Research on Interest-Driven Creator Theory Applied to Vocational Training to Develop Creativity)

相關論文

★ 探索電玩遊戲頻率對於視覺注意力表現能力的效應	★ 代理表現學習模式—以動物同伴為例
★ 常用邏輯句型重組之學習	★ 電腦支援國小數學文字題擬題活動初探
★ 解釋數學：透過科技支援創作與討論以增強小學生的數學溝通能力	★ 提問式鷹架教學結合數位閱讀寫作系統對國小低年級學生語文能力的影響
★ 數學島：興趣驅動之國小數學線上平台設計與初步評估	★ 以「猜擬題」活動增進學生數學文字題解題能力
★ 基於學生練習使用回饋之學習成效預測模型與動態題數練習機制	★ 透過主題地圖與寵物同伴促進閱讀更深更廣的書籍
★ 具推薦書籍功能之閱讀島系統架構設計	★ 透過學生影片創作進行國小數學學習:趣創者理論之應用
★ 英文單字樂園：學生自創字卡搭配複習機制強化英文字彙學習之系統設計及學習成效初探	★ 設計與實作明日寫作系統增進國小學生寫作表現
★ 設計與實踐「提升式寫作」活動以提升國小學生寫作品質與寫作興趣	★ TTPR：設計科技強化型全肢體反應為了小學生和國中生在印尼學習英語詞彙

檔案

[Endnote RIS 格式]

[Bibtex 格式]

[相關文章]

[文章引用]

[完整記錄]

[館藏目錄]

[檢視]

[下載]

本電子論文使用權限為同意立即開放。
已達開放權限電子全文僅授權使用者為學術研究之目的，進行個人非營利性質之檢索、閱讀、列印。
請遵守中華民國著作權法之相關規定，切勿任意重製、散佈、改作、轉貼、播送，以免觸法。

摘要(中)

本研究旨在透過教師行動研究三個梯次的IDC(Interest-Driven Creator Theory)教學實施，以教學方法為主（講述、提問式、示範、協同合作及發表教學法），科技為輔（勞動力發展數位服務平台），實踐趣創者理論基礎，以引導學生有興趣地、習慣性地進行創造，以期培育學員成為終身的創造者。透過全國技能競賽(National Skills Competition)－資訊網路布建職類歷屆試題，以進行專題製作後並創新發表，以培養學員之創造能量，以具備L4C能力（養成終身學習習慣、複雜問題解決能力、合作與溝通能力、批判性思考與反思能力、創造力與想像力。
　　研究參與對象為新北市泰山區泰山職業訓練場網路架設實務應用班之參訓學員58位，共計3班，學員參訓身分計有一般身分、非自願性離職者、中高齡45歲、屆退官兵、身心障礙等等，研究者為該班導師，研究共歷時3年（108~110年），在研究過程中，研究者將教師行動研究每一次梯次IDC教學實施過程與教學後反思，進行資料整理分析，以檢視以網路架設乙級術科教學之IDC教學活動設計（興趣環、創造環及習慣環）及自我在教學實務反思與檢討，藉此作為為下一次梯次IDC教學活動設計與教學實施改進之依據，也說明了研究者即教學者於每一梯次IDC教學活動前後之成長的轉變。在教師行動研究三個梯次的IDC教學活動結束後，透過研究者在每個梯次階段的省思，在教師專業成長、培育學員成為終身的創造者及培育學員具備L4C核心能力，以協助學員順利就業有一定的幫助。

摘要(英)

The purpose of this research is to study the three cycles of Interest-Driven Creator Theory through teacher action,focus on teaching methods （telling,questioning, demonstration, collaborative teaching methods）, supplemented by technology （Workforce Development Digital Service Platform） and practicing the theoretical basis of Interest-Driven Creator , In order to guide students to create interestingly and habitually, in order to cultivate students to become life-long creators. Through the National Skills Competition-Information Network Cabling of the previous test questions, after the special production and innovative publication, to cultivate the creative energy of students to possess L4C ability（Lifelong learning habit、Complex problem solving ability、Collaboration & communication ability、Critical thinking & reflection、Creativity & imagination）.
　　Participants of the study are 58 participants in the network installation application class of Taishan Vocational Training Center in Taishan District, New Taipei City. There are 3 classes in total. The training status of trainees includes general status, involuntary resignation, middle and senior age 45 years old, retired officers and soldiers, mental and physical disabilities, etc. The researcher is the tutor of the class. The research lasted for 3 years （108~110 years）. In the research process, researchers will conduct teacher action research on each IDC teaching implementation process and post-teaching reflection, and carry out data analysis. In order to review the IDC teaching activity design （interest circle, creation circle and habit circle） and self-reflection and review of teaching practice based on the Level B technician for network installation teaching, and use this as the design and teaching implementation for the next cycle of IDC teaching activities, it also illustrates the change in the growth of the researcher, before and after each cycle of IDC teaching activities. After the completion of the three levels of IDC teaching activities for teacher action research, through the researcher’s reflection at each level, the professional growth of teachers, the training of students to become life-long creators, and the training of students to have L4C core capabilities to help students go employment can help.

關鍵字(中)

★ 行動研究
★ 趣創者理論
★ 興趣環
★ 創造環
★ 習慣環
★ 職業訓練
★ 勞動力發展數位服務平台

關鍵字(英)

★ action research
★ Interest-Driven Creator
★ interest circle
★ creation circle
★ habit circle
★ vocational training
★ Workforce Development Digital Service Platform

論文目次

第 1 章緒論 1
1-1　研究背景與動機 1
1-2　研究目的 2
1-3　名詞解釋 2
1-4　研究限制 4
1-5　論文架構 5
第 2 章文獻探討 7
2-1　公共職業訓練機構實施現況 7
2-2　L4C能力 10
2-3　趣創者理論 13
2-4　興趣和興趣環(interest loop) 25
2-4-1　引趣 26
2-4-2　入趣 27
2-4-3　延趣 28
2-5　創造與創造環(creation loop) 29
2-5-1　模仿 30
2-5-2　結合 32
2-5-3　登台 33
2-5-4　興趣驅動創造環設計 34
2-5-5　興趣驅動創造環設計於職業訓練 35
2-6　習慣與習慣環(habit loop) 38
2-6-1　提示環境 39
2-6-2　例行活動 39
2-6-3　滿足 40
2-6-4　興趣驅動創造之習慣環 41
第 3 章實驗方法 43
3-1　實驗情境與參與對象 43
3-1-1　實驗情璄 43
3-1-2　實驗參與對象 44
3-2　實驗流程 45
3-3　教材設計 47
3-4　教學活動設計 52
3-5　教學目標 62
3-6　教學策略 64
3-7　資料蒐集與分析 66
3-7-1　學生資料 66
3-7-2　教學者資料 76
3-7-3　資料分析 76
第 4 章實驗結果與討論 77
4-1　第一梯次之教學活動歷程 77
4-1-1　行動研究之準備階段 77
4-1-2　IDC教學活動實施過程與過程中的省思 81
4-1-3　完成整個梯次IDC教學活動後之省思成長 149
4-1-4　小結 154
4-2　第二梯次之教學活動歷程 155
4-2-1　第二梯次教學前行動策略的修改 155
4-2-2　IDC教學活動實施過程與過程中的省思 156
4-2-3　完成整個梯次IDC教學活動後之省思成長 214
4-2-4　小結 218
4-3　第三梯次之教學活動歷程 219
4-3-1　第三梯次教學前行動策略的修改 219
4-3-2　IDC教學活動實施過程與過程中的省思 220
4-3-3　完成整個梯次IDC教學活動後之省思成長 295
4-3-4　小結 299
4-4　各三梯次循環之進化比較 300
第 5 章結論與建議 305
5-1　結論 305
5-2　建議 311
5-3　未來研究建議 313
參考文獻 315
附件 327
附件一：參訓身分別人數一覽表 327
附件二：第一站　無線網路設備架設（學前）調查 328
附件三：第二站　光纖接續與OTDR檢測（學前）調查 330
附件四：第三站　網頁及檔案傳輸伺服器架設（學前）調查 332
附件五：第一站　無線網路設備架設（學後）調查 334
附件六：第二站　光纖接續與OTDR檢測（學後）調查 336
附件七：第三站　網頁及檔案傳輸伺服器架設（學後）調查 338
附件八：數位課程學習時數證明 340
附件九：職能導向課程技能評量表 341
附件十：教學訪談大綱 343
附件十一：第一梯次IDC教學活動設計 345
附件十二：第二梯次IDC教學活動設計 359
附件十三：第三梯次IDC教學活動設計 373
附件十四：IDC教學活動對話記錄 387
附件十五：第一站評審表(無線網路設備架設) 435
附件十六：第二站評審表(光纖接續與 OTDR 操作檢測) 436
附件十七：第三站評審表(路由器設定、網頁及檔案傳輸伺服器架設) 437
附件十八：網路架設示範賽試題評分表 438

參考文獻

Nicholas Carr（2015）。網路讓我們變笨？數位科技正在改變我們的大腦、思考與閱讀行為（二版）。王年愷。臺北：貓頭鷹。
Tess（2013b）。瑞士公私立教育成功的典範，技職教育與餐旅教育奠定經濟穩定基礎，取自https://hotelier-magazine.blogspot.com/2013/07/part-viii_31.html。
中華創造學會（2000）。創造力的綜合定義。2000年，取自https://reurl.cc/ZGYKWl。
毛連塭、郭有遹、陳龍安、林幸台（2000）。創造力研究。臺北：心理。
呂賜杰、陳德懷、吳龍凱、張立杰（2016）。趣創者理論：研究的進程與挑戰。第20屆全球華人計算機教育應用大會論文集，香港，中國：全球華人計算機教育應用學會。
林振春（1998）。社區營造的教育策略。台北：師大書苑。
張春興（2004）。教育心理學－三化取向的理論與實踐（二版）。臺北：東華。
張春興（2007）。心理學辭典。臺北：東華。
郭生玉（1985），心理與教育測驗，臺北：五南。
陳文莉、陳德懷、廖長彥、鄭年亨、蘇孝正、顧小清（2016）。趣創者理論：習慣與習慣環。第20屆全球華人計算機教育應用大會論文集，香港，中國：全球華人計算機教育應用學會。
陳德懷、明日閱讀研究團隊共同作者（2016）。明日閱讀明日主題的學習基礎。臺北：天下。
陳德懷、廖長彥、呂賜杰、張立杰、簡子超、陳志洪、周志岳（2016）。趣創者理論：創造與創造環（第一部分）。第20屆全球華人計算機教育應用大會論文集，香港，中國：全球華人計算機教育應用學會。
陳德懷、廖長彥、呂賜杰、張立杰、簡子超、陳志洪、周志岳（2016）。趣創者理論：創造與創造環（第二部分）。第20屆全球華人計算機教育應用大會論文集，香港，中國：全球華人計算機教育應用學會。
陳德懷、廖長彥、鄭年亨、陳志洪、張立杰、黃龍翔、陳文莉、呂賜杰和趣創者任務小組（2016）。趣創者理論初探：二十一世紀學習設計理論。第20屆全球華人計算機教育應用大會論文集，香港，中國：全球華人計算機教育應用學會。
勞動力發展數位服務平台（2006）。關於平台。2006年，取自https://portal.wda.gov.tw/mooc/index.php。
勞動部勞動力發展署（2021）。台灣就業通職前訓練網。2021年，取自https://its.taiwanjobs.gov.tw/Course/Detail?ID=144086。
曾盈琇（2018）。提升學生學習動機之策略。臺灣教育評論月刊，7（9），138-142。
黃政理（2019）。透過學生影片創作進行國小數學學習：趣創者理論之應用（未出版之博士論文）。國立中央大學，桃園市。
黃龍翔、陳德懷、陳志洪和廖長彦（2016）。趣創者理論：興趣與興趣環。第20屆全球華人計算機教育應用大會論文集，香港，中國：全球華人計算機教育應用學會。
廖長彥、張菀真、陳秉成、陳德懷（2016）。興趣驅動之提問式主題閱讀─ 從提問、理解到創造。第20屆全球華人計算機教育應用大會論文集，香港，中國：全球華人計算機教育應用學會。
趣創者國際實驗教育（2016）。趣創者國際實驗教育：教育理念。2016年，取自https://tw.idcedu.org/idea.php。
職業訓練機構設立及管理辦法（民國95年11月13日）修正公布。https://law.moj.gov.tw/LawClass/LawAll.aspx?pcode=N0080008。
職業訓練法施行細則（民國101年05月30日）修正公布。https://law.moj.gov.tw/LawClass/LawAll.aspx?pcode=N0080002。
職業訓練法（民國104年07月01日）修正公布。https://law.moj.gov.tw/LawClass/LawAll.aspx?pcode=N0080001。
國家教育研究院（2000）。教育大辭書：職業訓練。2000年12月，取自http://terms.naer.edu.tw/detail/1315143/。
勞動部勞動力發展署（2018）。勞動力發展數位服務平台　全新上線囉。2018年4月27日，取自https://reurl.cc/ZGYKWl。
勞動部勞動力發展署技能檢定中心（2010）。試題資料-資訊網路布建職類。2019年11月21日，取自https://reurl.cc/ze28M0。
勞動部勞動力發展署技能檢定中心（2010）。技術士技能檢定網路架設乙級科測試應檢人參考資料。2020年10月20日，取自https://reurl.cc/5r7l5M。
勞動部勞動力發展署（2021）。台灣就業通青年職訓資源網。2021年1月1日，取自https://ttms.etraining.gov.tw/eYVTR/ePlaninfo/Index6?type=6。
陳德懷（2013）。L4C：二十一世紀關鍵能力與數位學習轉變學校，全球華人計算機教育應用學報，9（1-2）, 169-183。
彭淑玲、張雨霖（2017）。認識與學習創造力。科學發展，(539)，6 -11。
Assor, A., Kaplan, H., & Roth, G.（2002）. Choice is good, but relevance is excellent: Autonomy‐enhancing and suppressing teacher behaviours predicting students′ engagement in schoolwork. British Journal of Educational Psychology, 72（2）, 261-278.
Bandura, A.（1986）. Social Foundations of Thought and Action. A Social Cognitive Theory, Prentice Hall.
Bargh, J. A.（1994）.The four horsemen of automaticity: awareness, intention, efficiency, and control in social cognition. In R.S. Wyer, & T. K. Srull （Eds.）, Handbook of social cognition: Vol 1 basic processes （pp. 1-40）. Hove: Lawrence Erlbaun Associates Publishers.
Berlyne, D. E.（1954）. A theory of human curiosity. British Journal of Psychology, 45（3）, 180-191.
Berlyne, D. E.（1966）. Curiosity and exploration. Science, 153（3731）, 25-33.
Besemer, S. P., & Treffinger, D. J. （1981）. Analysis of creative products: Review andsynthesis. The Journal of Creative Behavior, 15（3）, 158-178
Besemer, S. P., & Treffinger, D. J. （1981）. Analysis of creative products: Review and synthesis. The Journal of Creative Behavior, 15（3）, 158–178.
Chan, T. S., & Ahern, T. C. （1999）. Targeting motivation-adapting flow theory to instructional design. Journal of Educational Computing Research, 21（2）, 151-163.
Chan, T. W., Looi, C. K., & Chang, B. （2015）. The IDC theory: Creation and the creation loop. In T. Kojiri, T. Supnithi,Y. Wang, Y.-T. Wu, H. Ogata, W. Chen, S. C. Kong & F. Qiu （Eds.）, Workshop Proceedings of the 23rd International Conference on Computers in Education （pp.814-820）. Hangzhou, China: Asia-Pacific Society for Computers in Education.
Chan, T.W, Looi, CK, Chen, W., Wong, LH, Chang, B., Liao, CC, ... & Jeong, H. （2018）. Interest-driven creator theory: towards a theory of learning design for Asia in the twenty-first century. Journal of Computers in Education, 5（4）, 435-461.
Chan, T.-W., Looi, C.-K., Chang, B., Chen, W., Wong, L.-H., Wong, S. L., Yu, F.-Y., Mason, J., Liu, C.-C., Shih,J.-L., Wu, Y.-T., Kong, S.-C., Wu, L., Chien, T.-C., Liao, C. C.-Y., Cheng, H., Chen, Z.-H., & Chou, C.-Y.（2019）. IDC theory: Creation and the creation loop.Research and Practice in Technology Enhanced Learning, 14, （no pagination）.
Chan, T.W., Looi, C.K., Chang, B., Chen, W.L., Wong, L.H.,…& Chou, C.Y.（2019）.IDC theory: creation and the creation loop.Wong et al. Research and Practice in Technology Enhanced Learning, 14:26.
Chang, B., Shih, Y. A., & Huang, T. C. （2017）. Creation loop example of IDC theory: CoCoing.info. In Y. Hayashi, et al., （Eds）, Workshop Proceedings of 25th International Conference on Computers in Education: Technology and Innovation: Computer-Based Educational Systems for the 21st Century, ICCE 2017 （pp.381-386）. Asia-Pacific Society for Computers in Education.
Chen, W., Chan, T. W., Liao, C. C. Y., Cheng, H. N. H., So, H., & Gu, X. （2015）. The IDC theory: Habit and the habit loop. In T. Kojiri, T. Supnithi, Y. Wang, Y.-T. Wu, H. Ogata, W. Chen, S. C. Kong, & F. Qiu380（Eds.）, Workshop proceedings of the 23rd international conference on computers in education （pp.821–828）. Hangzhou: Asia-Pacific Society for Computers in Education.
Chen, W.L., Chan, T.W., Wong, L.H., Looi, C.K., Liao, C.C.Y.,…& Pi, ZL.（2020）. IDC theory: habit and the habit loop.Wong et al. Research and Practice in Technology Enhanced Learning, 15:10.
Chen, Z. H., Chi, P. Y., & Ciou, H. J. （2017）. Applying Interest Loop to Develop Game-based Model for Chinese Character Learning. In Y. Hayashi, et al., （Eds）, Workshop Proceedings of 25th International Conference on Computers in Education: Technology and Innovation: Computer-Based Educational Systems for the 21st Century, ICCE 2017 （pp.372-375）. Asia-Pacific Society for Computers in Education.
Cheng, H. N. H., Zhang, X. （2019）. How the Habits of Self-regulated Academic Writers are Behaviorally Facilitated? Chang, M. et al. （Eds.）（2019）. Proceedings of the 27th International Conference on Computers in Education, ICCE 2019 （pp.164-171）. Asia-Pacific Society for Computers in Education.
Clapper, T. C. （2014）. Situational interest and instructional design: A guide for simulation facilitators. Simulation & Gaming, Published online: January 27, 2014.
Collins, A., Brown, J. S., & Newman, S. E. （1987）. Cognitive Apprenticeship: Teaching the Craft of Reading, Writing and Mathematics （Technical Report No. 403, Center for the Studv of Reading, Universitv of Illinnois at Urbana-Champaign）.
Csikszentmihalyi, M. （1990）. Flow: The psychology of optimal experience. London: Harper Perennial.
Duhigg, C. （2012）. The power of habit: Why we do what we do in life and business. Random House.
Elliott, J. （1991）. Action Research for Educational Change. Open University Press, Buckingham.
Feist, G. J. （1999）. The Influence of Personality on Artistic and Scientific Creativity. In Sternberg, R. J. （Ed.） Handbook of Creativity. （pp. 273-298）. Cambridge: Cambridge University Press.
Freire, P. （1973）. Education for Critical Consciousness. New York: Continuum.
Gruber, H. E., & Wallace, D. B. （1999）. The case study method and evolving systems approach for understanding unique creative people at work. In Sternberg, R. J. （Ed.） Handbook of Creativity. （pp. 93-115）. Cambridge: Cambridge University Press.
Harp, S. F., & Mayer, R. E. （1997）. The role of interest in learning from scientific text and illustrations: On the distinction between emotional interest and cognitive interest. Journal of Educational Psychology, 89（1）, 92-102.
Hidi, S. （1990）. Interest and its contribution as a mental resource for learning. Review of Educational Research, 60（4）, 549-571.
Hidi, S., & Renninger, K. A. （2006）. The four-phase model of interest development. Educational Psychologist, 41（2）, 111-127.
Hidi, S., & Renninger, K. A. （2006）. The four-phase model of interest development. Educational Psychologist, 41, 111-127.
Hung,H.C. （2018）. Applying design thinking in system design course in practice – an example for general education course. Dong, Y., Jong, M. S. Y., Looi, C. K., & Huang, M. X. （Eds.）. （2018）. Workshop Proceedings of the 22nd Global Chinese Conference on Computers in Education, GCCCE 2018（pp.230-233）. Guangzhou: South China Normal University.
KONG ,S. C. （2017）. A Survey Study for Understanding Interest of Primary School Learners in Programming Mobile Apps: Designing an Interest-Driven Curriculum. Chang,M.,Jong,M.,Chan,T-W.,Yu,S.,Wu,F.,Li,B.,Chen,W.,Hsu,C-K.T-C.,Chuang,T-Y.,Hsu,C-Y.,Zhou,Y.,Liu,M.,Chen,G.,Chang,C-C.,&Tu,S. （Eds.）. （2017）. Conference Proceedings of the 21st Global Chinese Conference on Computers in Education 2017. Beijing: Beijing Normal University.
KONG, S. C., Li, P. （2016）. The Interest-Driven Creator Theory and Coding Education. In D. Gao, Y. T. Wu, T. W. Chan, S. C. Kong, M. H. Lee, J. C. Yang, J. L. Shih, J. C. Hong, J. Shang, K. H. Cheng, & S. Y. Chen （Eds.）, Workshop Proceedings of the 20th Global Chinese Conference on Computers in Education （pp.116-119）. Hong Kong: The Hong Kong Institute of Education.
Kounios, J., & Beeman, M. E. （2015）. The Eureka Factor: Aha Moments, Creative Insight, and the Brain. Random House.
Krapp, A. （2005）. Basic needs and the development of interest and intrinsic motivational orientations. Learning and Instruction, 15, 381-395.
Lally, P., & Gardner, B. （2013）. Promoting habit formation. Health Psychology Review, 7（1）, S137-S158.
Lally, P., van Jaarsveld, C. H. M., Potts, H. W. W., & Wardle, J. （2010）. How are habits formed: Modelling habit formation in the real world. European Journal of Social Psychology, 40（6）, 998-1009.
Liao Calvin C. Y., Chang W. C., Cheng Hercy N. H., & T. W. Chan. （2017）. Cultivating Students’ Writing Habit in a Game-based Learning Environment. In Y. Hayashi, et al., （Eds）, Workshop Proceedings of 25th International Conference on Computers in Education: Technology and Innovation: Computer-Based Educational Systems for the 21st Century, ICCE 2017 （pp.376-380）. Asia-Pacific Society for Computers in Education.
Liu, W. Y., Chen, Z. H. （2019）. Developing digital game-based learning system for the acquisition of Chinese characters in primary education: An interest-driven creator （IDC） theory perspective. Chang, M. et al. （Eds.）（2019）. Proceedings of the 27th International Conference on Computers in Education, ICCE 2019 （pp.172-176）. Asia-Pacific Society for Computers in Education.
Liu, W. Y., Chen, Z. H. （2019）. Enhancing students’ writing quality and interest through story creation: From the perspective of the interest-driven creator （IDC） theory. Chang, M. et al. （Eds.）（2019）. Proceedings of the 27th International Conference on Computers in Education, ICCE 2019 （pp.159-163）. Asia-Pacific Society for Computers in Education.
Loewenstein, G. （1994）. The psychology of curiosity: A review and reinterpretation. Psychological Bulletin, 116（1）, 75-98.
Looi, C. K., Chan, T.-W., Wu, L., & Chang, B. （2015）. The IDC theory: research agenda and challenges. Workshop Proceedings of the 23rd International Conference on Computers in Education, 796-803.
Martindale, C. （1999）. Biological Bases of Creativity. In Sternberg, R. J. （Ed.） Handbook of Creativity. （pp. 137-52）. Cambridge: Cambridge University Press.
MD KHAMBAR M. N. （2019）. Designing an Interest-Driven Challenge-Based Learning and Alternative Assessment Method for an Educational Technology Undergraduate Course. Chang, M. et al. （Eds.）（2019）. Proceedings of the 27th International Conference on Computers in Education, ICCE 2019 （pp.153-158）. Asia-Pacific Society for Computers in Education.
Mitchell, M. （1993）. Situational interest: Its multifaceted structure in the secondary school mathematics classroom. Journal of Educational Psychology, 85（3）, 424-436.
Neal, D. T., Wood, W., Labrecque, J. S., & Lally, P. （2012）. How do habits guide behavior? Perceived and actual triggers of habits in daily life. Journal of Experimental Social Psychology, 48（2）, 492-498.
Newell, A. & Simon, H., （1971）. Human Problem Solving, Prentice Hall.
Nickerson, R. S.（1999）. Enhancing creativity. In Sternberg, R. J.（Ed.） Handbook of Creativity. （pp. 392-430）. Cambridge: Cambridge University Press.
Pintrich, P. R.（2003）. A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95, 667-686.
Ronis, D. L., Yates, J. E, & Kirscht, J. P. （1989）. Attitudes, decisions, and habits as determinants of repeated behavior. In A. R. Pratkanis, S. J. Breckler, & A. G. Greenwald （Eds.）, Attitude Structure and Function （pp. 213-239）. Hillsdale, NJ: Erlbaum.
Rotgans, J. I., & Schmidt, H. G. （2014）. Situational interest and learning: Thirst for knowledge. Learning and Instruction, 32, 37-50.
Rotgans, J. I., & Schmidt, H. G. （2014）. Situational interest and learning: Thirst for knowledge. Learning and Instruction, 32, 37-50.
Rothman, A.J. （2000）. Toward a theory-based analysis of behavioral maintenance. Health Psychology, 19（1）, 64-69.
Sansone, C., Thoman, D. B., & Smith, J. L. （2000）. Interest and self-regulation. Intrinsic and extrinsic motivation: The search for optimal motivation and performance. In R. H. Hoyle （Ed.）, Handbook of Personality and Self-Regulation （pp. 343-374）: Wiley-Blackwell.
Schiefele, U. （1991）. Interest, learning, and motivation. Educational Psychologist, 26, 299-323.
Schiefele, U. （2009）. Situational and individual interest. In K. R. Wentzel & A. Wigfield （Eds.）, Handbook of Motivation at School （pp. 197-222）. New York, NY: Routledge.
Schunk, D. H., Pintrich, P. R., & Meece, J. L. （2008）. Motivation in Education. Upper Saddle River, NJ: Pearson Education.
Shernoff, D. J., & Csikszentmihalyi, M. （2009）. Cultivating engaged learners and optimal learning environments. In R. Gilman, E. S. Huebner, & M. J. Furlong （Eds.）, Handbook of Positive Psychology in Schools （pp. 131-145）. New York, NY: Routledge.
Silvia, P. J. （2005）. What is interesting? Exploring the appraisal structure of interest. Emotion, 5（1）, 89-102.
Silvia, P. J. （2005）. What is interesting? Exploring the appraisal structure of interest. Emotion, 5（1）, 89-102.
Silvia, P. J. （2006）. Exploring the Psychology of Interest. New York, NY: Oxford University Press.
Silvia, P. J. （2006）. Exploring the Psychology of Interest. New York, NY: Oxford University Press.
van de Pol, J., Volman, M., & Beishuizen, J. （2010）. Scaffolding in teacher-student interaction: A decade of research. Educational Psychology Review, 22（3）, 271-296.
Verplanken, B., & Wood, W. （2006）. Interventions to break and create consumer habits. Journal of Public Policy & Marketing, 25, 90-103.
Wong, L. H., Chan, T. W., Chen Z. H., King, R. B. & Wong, S. L. （2015）. The IDC theory: Interest and the interest loop. In T. Kojiri, T. Supnithi, Y. Wang, Y.-T. Wu, H. Ogata, W. Chen, S. C. Kong & F. Qiu （Eds.）, Workshop Proceedings of the 23rd International Conference on Computers in Education （pp.804-813）. Hangzhou, China:Asia-Pacific Society for Computers in Education.
Wong, L. H., Chan, T. W., Chen, Z. H., & Liao, C. C. Y. （2016）. The IDC theory: Curiosity, flow and meaningfulness for interest development. In D. Gao, Y. T. Wu, T. W. Chan, S. C. Kong, M. H. Lee, J. C. Yang, J. L. Shih, J. C. Hong, J. Shang, K. H. Cheng, & S. Y. Chen （Eds.）, Workshop Proceedings of the 20th Global Chinese Conference on Computers in Education （pp.76-83）. Hong Kong: The Hong Kong Institute of Education.
Wong, L.H, Chan, T.W, Chen, W.L., Looi, C.K, Chen, Z.H., Liao, C.C.Y., King, R.B. &Wong, S.L.（2020）.IDC theory: interest and the interest loop.Wong et al. Research and Practice in Technology Enhanced Learning, 15:3.
Wong, L.-H., Chan, T.-W., Chen, W., Looi, C.-K., Chen, Z.-H., Liao, C. C.-Y., King, R. B., & Wong, S. L.（2020）. IDC theory: Interest and the interest loop. Research and Practice in Technology Enhanced Learning, 15, （no pagination）.
WONG,S. L., MD KHAMBAR M. N., WONG,S. L., VOON,X. P., WONG,L. H. （2020）. Igniting Student Interest towards Educational Technology through Interest Driven Creator Theory: A Case Study at University Putra Malaysia. So, H. J. et al. （Eds.）（2020）. Proceedings of the 28th International Conference on Computers in Education., ICCE 2020 （pp.279-285）. Asia-Pacific Society for Computers in Education.

指導教授

陳德懷(Tai-Wai Chan)

審核日期

2021-12-28

推文