認知風格對模擬為基礎之電腦輔助學習的影響; The Effects of Students’ Cognitive Style upon Their Simulation-based Computer Assisted Learning

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Title:	認知風格對模擬為基礎之電腦輔助學習的影響;The Effects of Students’ Cognitive Style upon Their Simulation-based Computer Assisted Learning
Authors:	鄭芳媚;Fang-Mei Cheng
Contributors:	學習與教學研究所
Keywords:	認知風格;電腦模擬;學習歷程;放聲思考;think aloud method;learning processes;computer simulation;cognitive style
Date:	2007-06-15
Issue Date:	2009-09-22 09:28:41 (UTC+8)
Publisher:	國立中央大學圖書館
Abstract:	本研究之研究目的為：(1) 探討不同認知風格的學習者使用模擬系統的學習成效；(2) 瞭解不同認知風格的學習者使用模擬系統的操作行為；(3) 探討不同認知風格的學習者使用模擬系統的學習歷程；(4) 瞭解不同認知風格的學習者使用模擬系統的滿意度。根據上述研究目的，採用配額抽樣方式選取某大學學生為研究對象。根據認知風格量表結果挑選直覺型與分析型受試者共19人。透過二階段迷思概念診斷測驗前測、後測及延後測結果和放聲思考取得的資料，分析兩組在學習成效、操作行為和學習歷程的差異。並輔以問卷調查法瞭解不同認知風格的學習者使用模擬系統的滿意度為何。研究結果有四：(1) 分析不同認知風格受試者使用模擬系統之學習成效和行為操作，結果顯示沒有顯著的差異；(2) 探討不同認知風格受試者使用模擬系統之學習歷程，結果顯示在歸納原則和解決問題方式上受到認知風格的影響，直覺型與分析型受試者有差異存在。在不同認知風格受試者認知行為次數雷同上受到模擬系統的影響，在模擬系統「教學指引」和「回饋」功能的輔助下增加直覺型受試者分析、比較、歸納和反思的認知行為；(3) 分析不同認知風格受試者模擬系統使用滿意度，結果顯示直覺型受試者之滿意度顯著高於分析型；(4) 歸納研究結果發現模擬系統能提供學習者更有效率的學習統計「相關」概念。 The purposes of the present study is to investigate the learning effects of the computer simulation systems among students with different cognitive styles; explore the differences in the usage behaviors of computer simulation system among students with different cognitive styles; study the learning processes of using the computer simulation systems by students with different cognitive styles; and examine the satisfaction among students with different cognitive styles about the use of computer simulation system.Undergraduate students from a certain university were recruited by quota sampling. According to results from the Cognitive Style Index, nineteen participants with intuition or analysis cognitive style were recruited. Pre-test, post-test, and follow-up test results were diagnosed with two-tier misconception. With data collected in the think aloud method, differences of learning effects, usage behaviors and learning processes between groups were analyzed. Satisfaction about the use of computer simulation system was obtained with questionnaires. Research results of the present study are as follows: First, there was no significant difference between participants with different cognitive styles in the learning effects and usage behaviors. Second, results showed significant differences in the principle of induction and problem solving methods between instinctive and analytic participants in their learning processes. Provided with the instruction and feedback function in the computer simulation system, analytic, comparative, inductive and reflective cognitive behaviors were increased for instinctive participants. Third, results indicated instinctive participants were significantly more satisfied with using the computer simulation system than analytic participants. Furthermore, inductive study showed the simulation system was more effective in teaching the “correlation” concept in statistics.
Appears in Collections:	[Graduate Institute of Learning and Instruction] Electronic Thesis & Dissertation

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