結合社會調節學習平台與教中學課程設計以增進大學生視覺化資料分析能力與調節學習

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、以作者查詢臺灣博碩士

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姓名

呂昆珉(Kun-Min Lu) 查詢紙本館藏

畢業系所

網路學習科技研究所

論文名稱

結合社會調節學習平台與教中學課程設計以增進大學生視覺化資料分析能力與調節學習
(Effects of a Social Regulation-based Learning Platform and Learning by Teaching Pedagogy on Visual Analysis Skills and Regulated Learning)

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至系統瀏覽論文 (2027-8-1以後開放)

摘要(中)

培養學生資料分析素養為大數據時代下之重之議題，而資料視覺化不論是在團隊溝通或分析上都是重要的呈現方式之一。先前研究指出，在電腦的學習環境中，學生無法獲得即時的反饋和自我調節的建議，因此他們難以設定清晰的學習目標，且不能根據他們的目標進行學習活動。因此，本研究建置了基於「社會調節」的Moodle學習平台，並使用調節工具及視覺化儀表板的輔助，讓學生可以更輕鬆地學習，也帶給學生全新的教學體驗。而以往資料視覺化課程僅限於課堂上老師單方面的教課，本研究導入「教學中學習」課堂設計，藉由學習者在教學中學習過程中會發現自身邏輯的缺陷，能完整了解整體的知識架構，讓學生利用教學中學習達到預習之目的。
本研究之研究對象為臺灣北部某國立大學資料視覺化通識課程三十五名跨系所大學生。研究工具包含資料視覺化能力測驗、小組任務、調節問卷、學習情形問卷及開放式問卷。研究時程為十八周，在課堂上學生有預習的步驟，並設計使課堂上表現落後的學生向優異的同伴學習並參考其學習資源。課程搭配Moodle學習平台、社群互動視覺化儀表板及關於調節功能的科技輔助工具。
研究結果表明，導入科技輔助工具除了能提升學生的學習成就之外，也為學生帶來新穎的學習體驗。研究結果表明以下四點：(1)經過整體研究過程後，學生學習成就有顯著提升；(2)在自我調節六面向中學習策略有顯著的提升；(3)社會調節積極組相較於社會調節消極組的學生學習成就達明顯進步；(4)課程錄影、優秀作品觀摩及歷程儀表板功能對學生調節能力與學習有所助益。本研究所開發之教學策略可供為往後調節領域的研究帶來實質貢獻，並證實導入教學中學習的課堂設計讓學生更深入地了解專業知識，更好上手課堂中講解的專業技能。

摘要(英)

Cultivating students′ data analysis literacy is critical in the big data era. Data visualization is a required presentation method for both communication and data analysis. Previous research pointed out that students lack immediate feedback and self-regulation advice in a digital learning environment. Therefore, it is difficult for them to set clear learning goals and conduct learning activities according to their goals. This study integrated Moodle learning platform based on our social regulation design with the aid of regulation tools and visualization dashboards. In the past, data visualization courses were limited to the instructor-center classroom. This study integrates the classroom with the pedagogy of "Learning by Teaching," Therefore, in the learning process, learners can find their logic defects, understand the overall knowledge structure of the course and preview the learning materials.
The research objects are thirty-five college students in a general education course at a national university in northern Taiwan for eighteen weeks. This study includes visual analysis skills tests, group tasks, regulation questionnaires and learning situation questionnaires to collect the data. Students have previewed the learning materials before the class. In the class, students need to demonstrate their excellent work for the students who are left behind. The course is integrated with Moodle learning platform and community interactive visualization dashboards to provide regulation functions.
The results indicate that our proposed system can improve students′ learning achievements and also bring students an innovational learning experience. The research results indicate that: (1) After the overall research process, students′ learning achievement has been significantly improved; (2) Among the six dimensions of self-regulation, "learning strategies" is most helpful for students; (3) The design of importing course videos, excellent work demonstrate, and grade history dashboard can improve student regulated learning; (4) The learning achievement of the students in the positive social regulation group is significantly improved. The pedagogical strategies developed in this research can substantially contribute to future research in the regulation field. It is confirmed that the classroom design of the introduction of learning by teaching supports students′ more profound understanding of professional knowledge and better grasp the professional skills.

關鍵字(中)

★ 資料視覺化
★ 教中學
★ 自我調節
★ 社會調節
★ 視覺化儀表板

關鍵字(英)

★ Data visualization
★ Learning by teaching
★ Self-regulation
★ Social-regulation
★ Visualization dashboard

論文目次

目錄
中文摘要 i
英文摘要 ii
誌謝 iv
目錄 v
圖目錄 x
表目錄 xii
一、緒論 1
1-1 研究背景與動機 1
1-2 研究目的 2
1-3 研究問題 3
1-4 名詞解釋 3
二、文獻探討 5
2-1 問題專題導向學習 5
2-1-1 問題導向學習 5
2-1-2 專題導向學習 6
2-2 教學中學習 7
2-3 調節 9
2-3-1 自我調節 9
2-3-2 協同調節 10
2-3-3 社會共享調節 11
2-3-4 調節學習方式比較 12
2-3-5 社會調節應用 12
2-4 視覺化儀表板 15
三、研究方法 17
3-1 研究流程 17
3-2 研究設計 19
3-3 研究對象 20
3-4 研究工具 20
3-4-1 資料視覺化能力測驗及小組任務 22
3-4-2 自我調節及社會調節 22
3-4-3 學習情形問卷 24
3-4-4 開放式問卷 26
3-5 課程設計 26
3-5-1 課程周次分配表 27
3-5-2 課程教學活動 29
3-5-3 實作教學場域 30
3-6 資料收集與分析 32
3-6-1 問卷信度分析 32
3-6-2 統計檢定 33
3-6-3 K-means分群 34
四、系統設計與實作 36
4-1 系統簡介 36
4-2 系統環境架構 36
4-3 資料處理流程 37
4-4 學習平台功能介紹 38
4-4-1 Moodle平台課程首頁 39
4-4-2 教材 40
4-4-3 公告區 41
4-4-4 討論區 42
4-4-5 測驗區 42
4-4-6 任務、作業繳交區 44
4-4-7 參考資料繳交區 45
4-4-8 影音資源區 45
4-5 社群互動視覺化儀表板 46
4-5-1 互評視覺化儀表板 46
4-5-2 成績歷程變化視覺化儀表板 48
4-6 調節功能 50
4-6-1 目標設定 51
4-6-2 學習進度 51
4-6-3 學習建議 52
4-6-4 調節階段對應的科技輔助工具 53
五、研究結果 56
5-1 使用教中學與社會調節學習模式對學生的自我調節能力和學習成就影響之探究 56
5-1-1 自我調節能力之影響 60
5-1-2 學習成就之影響 60
5-2 自我調節能力對學生的重要性之探究 61
5-2-1 自我調節與學習成就之關聯性 61
5-2-2 自我調節進步幅度 62
5-2-3 自我調節六面向 62
5-2-4 自我調節高低對學習成就之影響 64
5-2-5 高自我調節學生學習成就進步幅度 64
5-2-6 自我調節高低對社會調節之影響 65
5-3 社會調節態度和自我調節及學習成就之關聯性探究 66
5-3-1 社會調節態度對自我調節之影響 67
5-3-2 社會調節態度對學習成就之影響 68
5-3-3 社會調節積極組對自我調節與學習成就影響之探究 73
5-3-4 社會調節消極組對自我調節與學習成就影響之探究 76
5-4 導入的科技輔助工具及教學方法，與學習成就和調節技能之相關性探究 78
5-4-1 科技輔助工具與自我調節、社會調節及學習成就之關聯 80
5-4-2 教學中學習與自我調節、社會調節及學習成就之關聯 81
5-4-3 合作過程與自我調節、社會調節及學習成就之關聯 81
5-4-4 視覺化儀表板與自我調節、社會調節及學習成就之關聯 82
5-5 學習態度分析、學生喜愛之系統功能及開放式問卷 83
5-5-1 學習態度分析 83
5-5-2 系統喜愛功能投票 85
5-5-3 開放式問卷：對學生有幫助的課程設計與活動 86
5-5-4 開放式問卷：需要改進的課程設計與活動 87
5-5-5 開放式問卷：優秀作品觀摩及參考資料的呈現對學習之幫助 88
5-5-6 開放式問卷：視覺化的總成績排行對學習之幫助 88
六、討論 90
6-1 社會調節對學習的影響 90
6-2 提升自我調節能力對學生的重要性 92
6-3 調節技能以及教學方法對學習成就的影響 94
6-4 教學中學習的學習模式對學生的幫助 97
6-5 導入科技輔助工具對學生學習成就及調節技能的提升 98
七、結論 102
7-1 研究結論 102
7-1-1 經過整體研究過程後，學生學習成就有顯著提升 102
7-1-2 在自我調節六面向中學習策略有顯著的提升 102
7-1-3 社會調節積極組相較於社會調節消極組的學生學習成就達明顯進步 103
7-1-4 課程錄影、優秀作品觀摩及歷程儀表板功能對學生調節能力與學習有所助益 103
7-2 研究限制 105
7-3 未來展望 105
參考文獻 107
中文文獻 107
英文文獻 107
附錄一、知情同意書 113
附錄二、前測問卷 115
附錄三、前測資料視覺化能力測驗 117
附錄四、後測問卷 120
附錄五、後測資料視覺化能力測驗 124
附錄六、開放式問卷 127
附錄七、小組任務 128
附錄八、全球超級市場訂單2016_中譯版 129
附錄九、交通部觀光局來臺資料_97年1月至108年12月 131

參考文獻

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指導教授

洪暉鈞(Hui-Chun Hung)

審核日期

2022-7-25

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