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。;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.
