以小組討論為基礎的JAVA程式語言學習─場地實驗研究; Learning Java Programming- a Group Based Field Experiment

NCUIR > School of Management at National Central University > Department of Information Management > Research Project > Item 987654321/49758

Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/49758

Title:	以小組討論為基礎的JAVA程式語言學習─場地實驗研究;Learning Java Programming- a Group Based Field Experiment
Authors:	周惠文;周賢彬
Contributors:	資訊管理學系
Keywords:	研究領域：科學教育
Date:	2011-08-01
Issue Date:	2012-01-17 19:15:15 (UTC+8)
Publisher:	行政院國家科學委員會
Abstract:	本研究為2 年期的研究計畫，擬以「JAVA」程式語言為知識域，透過對不同認知風格受試者的同質與異質分組的操弄方式，對資管系大學部108 位學生施以場地實驗法，進行六週的合作練習與合作解題，探討(1)不同的認知風格分組方式，是否影響受試者的「JAVA」程式語言學習績效與認知負荷；(2)特定變數（包含外向個人特質、成就動機、溝通焦慮、與程式語言學習焦慮等）對前述關係是否有調節效果；(3)不同分組下的小組凝聚力、團隊效能、小組學習滿意度、小組平均學習成就是否有差異；以及(4) 實驗前後，前述的學習績效、認知負荷、焦慮等變數是否存在性別差異。本研究將以團體藏圖測驗作為受試者認知風格分類的依據，並根據受試者的認知風格隨機分派到同質組（FD 組10 組，FI 組10 組）與異質組（16 組），每組各有成員3 名。本研究規劃於第一年實施六場（每場各2 小時）小組學習的場地實驗，併以觀察法、訪談法收集量化與質化資料，其中量化資料以統計分析方法驗證所提假說，觀察與訪談所得之質化資料則從「為什麼」與「如何」二個角度解釋研究結果。 The present 2-year study is to investigate the impacts of learner’s cognitive style and different types of learning group on “JAVA” programming language learning performance and cognitive load. This study is to employ a total of 108 undergraduates majoring in Information Management. A Chinese version of Group Embedded Figure Test (GEFT, 吳裕益，民76) will be employed as a mean to classify subject’s cognitive style. A total of thirty-six groups (with each of three subjects) will be randomly assigned to, based on subject’s cognitive style, twenty homogeneous groups (10 FD groups and 10 FI groups) and sixteen heterogeneous groups (FD/FI mixed). A field experiment of six 2-hour group-based learning sessions for “JAVA” programming language will be conducted to collect quantitative and qualitative data to answer the following research questions: 1. Do different groupings in cognitive learning style affect “JAVA” learning performance and cognitive load? 2. Do selected personal variables (including extraversion trait, achievement motivation, communication apprehension, and learning anxiety) moderate the cognitive style-learning performance relationship? 3. Do the level of group cohesion and team collective efficacy differ across FD, FI, FD/FI mixed groups? 4. Are there any gender differences in “JAVA” learning performance, cognitive load, achievement motivation, communication apprehension, and learning anxiety, before and after the experiment? 5. How do the group dynamics affect “JAVA” learning performance and cognitive load? To answer the above research questions, both quantitative and qualitative data will be collected using questionnaire, structured interview, and observation methods. The questionnaire will be delivered before, during, and after the field experiment. The observation method will be employed during the experiment, whereas the structured interview will be conducted after each session of the experiment. The quantitative data is used to answer questions of “what” by testing seven hypotheses and will be analyzed at the second half of the first year. Whereas the qualitative data is designed to answer questions regarding “why” and “how” and will be interpreted in depth in the second year. 研究期間：10008 ~ 10107
Relation:	財團法人國家實驗研究院科技政策研究與資訊中心
Appears in Collections:	[Department of Information Management] Research Project

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