一個應用紙本運算與數位化於程式設計學習使程序性思維可視化的機制

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：122

、訪客IP：3.145.8.139

姓名

林于瑄(Yu-Hsuan Lin) 查詢紙本館藏

畢業系所

資訊工程學系

論文名稱

一個應用紙本運算與數位化於程式設計學習使程序性思維可視化的機制
(A mechanism for applying paper computing and digitization to programming learning for making procedural thinking visible)

相關論文

★ 條件判斷式事件驅動程式設計之C語言擴充	★ 基于小波变换的指纹活度检测,具有聚集 LPQ 和 LBP 特征
★ 應用自動化測試於異質環境機器學習管道之 MLOps 系統	★ 提升乳癌篩檢效率之批次排程框架
★ 設計具有可視化思維工具和程式作為單一步的輔助學習程式之棋盤式遊戲	★ TOCTOU 漏洞的靜態分析與實作
★ 用於繪製風力發電控制邏輯之特定領域語言	★ 在Java程式語言中以雙向結構表達數學公式間關聯之設計與實作
★ 支援模組化規則製作之程式碼轉換工具	★ 基於替代語意的 pandas DataFrame 靜態型別檢查器
★ 自動化時間複雜度分析的設計與實作–從軟體層面評估嵌入式系統的功率消耗	★ 以震波層析成像為應用之特定領域語言實作與分析
★ 用特徵選擇減少疲勞偵測腦電圖通道數	★ 基於抽象語法樹的陣列形狀錯誤偵測
★ 從合作學習角色分工獲得函式程式設計思維學習遞迴程式的機制	★ 基於抽象語法樹的深度複製及彈性別名之所有權系統解決 Java 表示暴露問題

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]

至系統瀏覽論文 (2027-7-13以後開放)

摘要(中)

程式設計已然成為現代社會的必備技能，但對於初學者來說，這並不是件容易的事，需要透過有策略的方式更能有效的學習。儘管現今已推出視覺化的環境，用以幫助學習程式設計，但都依賴個人電腦，在資源不足的地區，容易造成資源分配不均，此外，它們仍缺乏使學習者擁有像程式執行般的思考流程。紙本在教學中仍是種無所不在的材料，擁有靈活且低成本的特性，將程式設計元素應用在紙本學習中，利用紙本運算的方式，提供一種有形且看的見的程式。然而，基於紙本的學習仍有一定侷限的運算能力。因此，本研究實現了使學習者擁有程序性思維，將其思維可化與紙本學習機制結合，幫助學習者學習，並透過手機連結使得紙本運算數位化，即時驗證學習結果，避免錯誤的概念無法即時被糾正。本研究使用了提出之系統進行了教學實驗，針對程式設計的基本概念和演算法的學習成效進行探討，其結果顯示，整體的學習成效和在排序演算法的學習成效皆優於直接在電腦上學習的控制組，因此，基於紙本學習並利用手機即時驗證學習結果的學習方式對於學習程式設計具有正面的效果。

摘要(英)

Programming has become a necessary skill for modern society, but it is not easy for beginners and requires a strategic approach to learn more effectively. Although visual environments have been introduced to help learn to program, they rely on personal computers. In under-resourced areas, this can lead to an uneven distribution of resources. Additionally, they still lack the thought processes that allow learners to think like the execution of a program. Paper is still a ubiquitous material in education, with flexibility and low cost. The application of programming elements to paper-based learning provides a tangible and visible program using paper computing. However, paper-based learning is still limited in its computing power. Therefore, this study realizes procedural thinking for the learners. Making procedural thinking visible is combined with the paper-based learning mechanism to help learners learn. The paper computing is digitized through a mobile phone connection, and the learning results are verified immediately to avoid misconceptions that cannot be corrected. In this study, the proposed system was used to conduct a teaching experiment to investigate the learning effectiveness of the basic concepts of programming and algorithms. The results show that both the overall programming skills and sorting algorithms are learned better than the control group learned directly on the computer. Therefore, the learning method based on paper-based learning and immediate verification of learning results using mobile phones has a positive effect on the learning of programming.

關鍵字(中)

★ 程式設計
★ 基於紙本學習
★ 紙本運算
★ 使程序性思維可視化
★ 從紙本到數位
★ 即時驗證

關鍵字(英)

★ Programming
★ Paper-based learning
★ Paper computing
★ Make procedural thinking visible
★ From paper to digital
★ Real-time validate

論文目次

摘要 i Abstract ii
目錄 iv
一、緒論 1
1.1 研究背景與動機 ............... 1
1.2 研究目標 ............... 4
1.3 研究問題與解法 ............... 4
二、文獻探討 7
2.1 運算思維與學習程式設計 ............... 7
2.2 可視化學習程式設計與演算法 ............... 8
2.3 使思維可視化與使程序性思維可視化 ............... 8
2.4 基於紙本學習 ............... 9
2.5 紙本運算 ............... 9
2.6 從紙本到數位 ............... 10
三、系統設計與實作 11
3.1 設計概述 ............... 11
3.2 紙本設計 ............... 13
3.2.1 設計理念 ............... 13 iv
3.2.2 設計元素 ............... 14
3.2.3 學習流程-泡沫排序法 ............... 15
3.3 數位系統實作 ............... 18
3.3.1 生成 ArUco 標記 ............... 20
3.3.2 拍下學習者排出的順序 ............... 21
3.3.3 ArUco 檢測後輸出 JSON ............... 21
3.3.4 Scratch 讀取 JSON ............... 22
3.3.5 在 Scratch 檢視結果............... 25
四、實驗設計 27
4.1 研究對象 ............... 27
4.2 學習內容 ............... 27
4.2.1 實驗組 ............... 27
4.2.2 控制組 ............... 29
4.3 實驗流程 ............... 33
4.3.1 程式設計能力前測驗 ............... 34
4.3.2 實驗內容 ............... 35
4.3.3 程式設計能力後測驗 ............... 36
五、實驗結果與討論 37
5.1 描述統計分析結果 ............... 37
5.2 學習成效分析工具 ............... 38
5.2.1 常態分佈檢定 ............... 39
5.2.2 迴歸係數同質性檢定 ............... 40
5.2.3 變異數同質性檢定 ............... 41
5.2.4 共變異數分析 ............... 41
5.3 排序法之學習成效分析 ............... 42
5.4 參與者回饋 ............... 45
5.5 學習成效結果討論 ............... 47
5.6 研究限制 ............... 49
六、結論與未來展望 50
6.1 結論 ............... 50
6.2 未來展望 ............... 51
參考文獻 53

參考文獻

[1] Y. Akpinar and A. Altun, “Programming education requirement in information society schools,” Elementary Education Online, vol. 13, no. 1, pp. 1–4, 2014.
[2] Q. Burke and Y. B. Kafai, “Decade of game making for learning: From tools to communities,” Handbook of digital games, pp. 689–709, 2014.
[3] J.-M. Sáez-López, M. Román-González, and E. Vázquez-Cano, “Visual program- ming languages integrated across the curriculum in elementary school: A two year case study using“scratch”in five schools,” Computers & Education, vol. 97, pp. 129– 141, 2016.
[4] M. Piteira and C. Costa, “Learning computer programming: Study of diﬀiculties in learning programming,” in Proceedings of the 2013 International Conference on Information Systems and Design of Communication, 2013, pp. 75–80.
[5] R. Brooks, “Towards a theory of the comprehension of computer programs,” Inter- national journal of man-machine studies, vol. 18, no. 6, pp. 543–554, 1983.
[6] S. P. Davies, “Models and theories of programming strategy,” International journal of man-machine studies, vol. 39, no. 2, pp. 237–267, 1993.
[7] M. Resnick, J. Maloney, A. Monroy-Hernández, et al., “Scratch: Programming for all,” Communications of the ACM, vol. 52, no. 11, pp. 60–67, 2009.
[8] C. Kelleher and R. Pausch, “Lowering the barriers to programming: A taxonomy of programming environments and languages for novice programmers,” ACM Com- puting Surveys (CSUR), vol. 37, no. 2, pp. 83–137, 2005.
[9] Blockly games. [Online]. Available: https://blockly.games/ (visited on 07/16/2017).
[10] A. Mehrotra, C. Giang, N. Duruz, et al., “Introducing a paper-based program- ming language for computing education in classrooms,” in Proceedings of the 2020 ACM conference on innovation and technology in computer science education, 2020, pp. 180–186.
[11] T. Bell, J. Alexander, I. Freeman, and M. Grimley, “Computer science unplugged: School students doing real computing without computers,” The New Zealand Jour- nal of Applied Computing and Information Technology, vol. 13, no. 1, pp. 20–29, 2009.
[12] H. H. Faber, M. D. Wierdsma, R. P. Doornbos, J. S. van der Ven, and K. de Vette, “Teaching computational thinking to primary school students via unplugged programming lessons,” Journal of the European Teacher Education Network, vol. 12, pp. 13–24, 2017.
[13] F. Hermans and E. Aivaloglou, “To scratch or not to scratch? a controlled ex- periment comparing plugged first and unplugged first programming lessons,” in Proceedings of the 12th workshop on primary and secondary computing education, 2017, pp. 49–56.
[14] M. R. Morris, A. B. Brush, and B. R. Meyers, “Reading revisited: Evaluating the usability of digital display surfaces for active reading tasks,” in Second Annual IEEE International Workshop on Horizontal Interactive Human-Computer Systems (TABLETOP’07), IEEE, 2007, pp. 79–86.
[15] K. O’hara and A. Sellen, “A comparison of reading paper and on-line documents,” in Proceedings of the ACM SIGCHI Conference on Human factors in computing systems, 1997, pp. 335–342.
[16] J. M. Wing, “Computational thinking,” Communications of the ACM , vol. 49, no. 3, pp. 33–35, 2006.
[17] E. Soloway, “Learning to program= learning to construct mechanisms and expla- nations,” Communications of the ACM, vol. 29, no. 9, pp. 850–858, 1986.
[18] N.-S. Chen, D. C.-E. Teng, C.-H. Lee, et al., “Augmenting paper-based reading ac- tivity with direct access to digital materials and scaffolded questioning,” Computers & Education, vol. 57, no. 2, pp. 1705–1715, 2011.
[19] H.-W. Huang, C.-W. Wu, and N.-S. Chen, “The effectiveness of using procedural scaffoldings in a paper-plus-smartphone collaborative learning context,” Computers & Education, vol. 59, no. 2, pp. 250–259, 2012.
[20] B. Schneider, P. Jermann, G. Zufferey, and P. Dillenbourg, “Benefits of a tan- gible interface for collaborative learning and interaction,” IEEE Transactions on Learning Technologies, vol. 4, no. 3, pp. 222–232, 2010.
[21] D. Perkins and R. Ritchhart, “Making thinking visible,” New horizons for learning, vol. 8, 2003.
[22] S. Tishman and P. Palmer, “Visible thinking,” Leadership compass, vol. 2, no. 4, pp. 1–3, 2005.
[23] S. Papert, “Children, computers, and powerful ideas,” Harvester Press (Unitend Kingdom). DOI, vol. 10, pp. 978–3, 1980.
[24] Y.-Y. Zhuang, A. Saputro, M. Liyanawatta, J.-H. Wang, S.-H. Yang, and G.-D. Chen, “Making the thinking results of programming visible and traceable with a multi-layer board game,” Proceedings of the 5th APSCE International Computa- tional Thinking and STEM in Education Conference, pp. 71–76, 2021.
[25] S. Leone and T. Leo, “The synergy of paper-based and digital material for ubiqui- tous foreign language learners,” Knowledge Management & E-Learning: An Inter- national Journal, vol. 3, no. 3, pp. 319–341, 2011.
[26] M. Heikkilä and L. Mannila, “Debugging in programming as a multimodal practice in early childhood education settings,” Multimodal Technologies and Interaction, vol. 2, no. 3, p. 42, 2018.
[27] P. J. Rich, B. Jones, O. Belikov, E. Yoshikawa, and M. Perkins, “Computing and engineering in elementary school: The effect of year-long training on elementary teacher self-eﬀicacy and beliefs about teaching computing and engineering,” Inter- national Journal of Computer Science Education in Schools, vol. 1, no. 1, pp. 1–20, 2017.
[28] G. Affleck and T. Smith, “Identifying a need for web-based course support,” in ASCILITE, Citeseer, vol. 99, 1999.
[29] M. Ben-Ari, “Constructivism in computer science education,” Journal of Computers in Mathematics and Science Teaching, vol. 20, no. 1, pp. 45–73, 2001.
[30] L. P. Rieber, “The effect of logo on increasing systematic and procedural thinking according to piaget’s theory of intellectual development and on its ability to teach geometric concepts to young children.,” 1983.
[31] W. Dann, S. Cooper, and R. Pausch, “Making the connection: Programming with animated small world,” ACM SIGCSE Bulletin, vol. 32, no. 3, pp. 41–44, 2000.
[32] M. Eagle and T. Barnes, “Wu’s castle: Teaching arrays and loops in a game,” in
Proceedings of the 13th annual conference on Innovation and technology in computer science education, 2008, pp. 245–249.
[33] P. Bellstrom and C. Thoren, “Learning how to program through visualization: A pilot study on the bubble sort algorithm,” in 2009 Second International Conference on the Applications of Digital Information and Web Technologies, IEEE, 2009, pp. 90–94.
[34] R. Ritchhart, M. Church, and K. Morrison, Making thinking visible: How to promote engagement, understanding, and independence for all learners. John Wiley & Sons, 2011.
[35] J. P. Hinebaugh, A board game education. R&L Education, 2009.
[36] W.-C. Kuo and T.-C. Hsu, “Learning computational thinking without a com- puter: How computational participation happens in a computational thinking board game,” The Asia-Pacific Education Researcher, vol. 29, no. 1, pp. 67–83, 2020.
[37] S.-Y. Wu, “The development and challenges of computational thinking board games,” in 2018 1st international cognitive cities conference (IC3), IEEE, 2018, pp. 129– 131.
[38] K. Tsarava, K. Moeller, and M. Ninaus, “Training computational thinking through board games: The case of crabs & turtles,” International Journal of Serious Games, vol. 5, no. 2, pp. 25–44, 2018.
[39] K.-Z. Chen and H.-H. Chi, “Novice young board-game players’experience about computational thinking,” Interactive Learning Environments, pp. 1–13, 2020.
[40] P.-Y. Chao and G.-D. Chen, “Augmenting paper-based learning with mobile phones,” Interacting with computers, vol. 21, no. 3, pp. 173–185, 2009.
[41] F. Kaplan and P. Jermann, “Papercomp 2010: First international workshop on paper computing,” in Proceedings of the 12th ACM international conference adjunct papers on Ubiquitous computing-Adjunct, 2010, pp. 507–510.
[42] P. Wellner, “Interacting with paper on the digitaldesk,” Communications of the ACM, vol. 36, no. 7, pp. 87–96, 1993.
[43] Anoto ab. [Online]. Available: anoto.com (visited on 2022).
[44] J. Qi and L. Buechley, “Electronic popables: Exploring paper-based computing through an interactive pop-up book,” in Proceedings of the fourth international conference on Tangible, embedded, and embodied interaction, 2010, pp. 121–128.
[45] S. Garrido-Jurado, R. Muñoz-Salinas, F. J. Madrid-Cuevas, and M. J. Marı́n- Jiménez, “Automatic generation and detection of highly reliable fiducial markers under occlusion,” Pattern Recognition, vol. 47, no. 6, pp. 2280–2292, 2014.
[46] Y. D. Utami, “設計具有可視化思維工具和程式作為單一步的輔助學習程式之棋盤式遊戲,” M.S. thesis, NCU, 2021.
[47] S. N. Freund and E. S. Roberts, “Thetis: An ansi c programming environment designed for introductory use,” ACM SIGCSE Bulletin, vol. 28, no. 1, pp. 300–304, 1996.
[48] Opencv: Detection of aruco markers’. [Online]. Available: https://docs.opencv. org/4.x/d5/dae/tutorial_aruco_detection.html (visited on 07/11/2021).
[49] Y.-Y. Zhuang, Programming in python. [Online]. Available: https://psl.csie. ncu.edu.tw/pip.html (visited on 03/01/2022).
[50] O.-J. Dahl, E. W. Dijkstra, and C. A. R. Hoare, Structured programming. Academic Press Ltd., 1972.
[51] 中久喜健司;莊永裕譯, Python 資料運算與分析實戰. 旗標出版, 2018.
[52] 教育部智慧創新跨域人才培育計畫, 大學程式設計先修檢測. [Online]. Available:
https://apcs.csie.ntnu.edu.tw/ (visited on 03/01/2022).
[53] Nist. dictionary of algorithms and data structures. [Online]. Available: https://
xlinux.nist.gov/dads/ (visited on 11/22/2021).

指導教授

莊永裕(Yung-Yu Zhuang)

審核日期

2022-7-13

推文