結合視覺化儀表板之專案管理平台於在職學生專案能力與資料分析學習之影響

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姓名

游凱翔(Kai-Hsiang Yu) 查詢紙本館藏

畢業系所

網路學習科技研究所

論文名稱

結合視覺化儀表板之專案管理平台於在職學生專案能力與資料分析學習之影響
(The Effects of Project Management Platform with Visual Dashboards on the Project Management Competencies and Data Analytics Learning of Working Students)

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至系統瀏覽論文 (2028-8-1以後開放)

摘要(中)

專案管理在企業中被廣泛使用，以管理專案並達成公司利益。然而，使用專案管理來管理課堂上的學習過程的相關研究甚少。本研究在於在職專班的課程導入專案管理式的學習。在課堂中使用專案管理平台Trello，並導入專案管理的五大流程。透過起始、規劃、監控、執行和結束五大流程，學生們可以透過實踐專案管理過程以提高學習成果。
本研究以台灣北部某大學在職碩士班「視覺化分析系統實作」在職專班課程共27位學生作為研究對象。學生以線上專案管理平台做為管理課堂學習之平台，為了監督學生的學習參與狀況，本研究透過Python自動化、爬蟲和資料處理的方式，資料探勘出學生在專案管理平台上的學習各項參數，並分析資料並將結果製成專案管理學習分析儀表板。老師可透過專案管理儀表板狀態與學生繳交作業的成績判斷學生進度是否落後，進而優化學生的學習過程。
研究結果表明，導入專案管理學習儀表板除了能提升學生的學習意願，也進而提升學生的學習成績，並且提供了新的教育體驗，研究結果表明以下六點：(1) 專案管理學習模式顯著提升資料分析學習之能力；(2) 專案管理學習模式結合科技輔助工具顯著提升學生專案經理人能力；(3) 專案管理儀表板可促進學生積極參與小組討論；(4) 專案管理學習模式有效提升規劃與管理能力；(5) 專案管理五大流程中規劃與監控是對學生專案學習上最重要；(6) 專案管理儀表板觀看有利於促進分組的學生學習動機與同儕督促。本研究採用的基於專案管理學習的教學策略可為專案管理學習領域的研究帶來實質的貢獻，並證實導入專案管理學習的學習模式可讓學生更有效率的去學習課堂上的專業知識，更好的幫助學生提升學習成果，並培養學生的專案管理能力。

摘要(英)

Project management is widely used in enterprises to manage team projects and achieve company objectives. However, few studies utilize project management to manage their learning processes in the classroom. This study aims to apply project management-based learning to an in-service Class. This study integrates the "Trello" project management platform and the five major steps: Initiating, Planning, Executing, Monitoring and Controlling, Closing. Through practicing these five processes, students can enhance their learning outcomes.
The research focuses on the in-service master′s program course "Implementation of Visual Analytics Systems" at a university in northern Taiwan. A total of 27 students use the online Trello project management platform for their post-class assignments. To monitor students′ learning participation, this study employs Python for automatic, web scraping and data processing to extract various parameters related to student learning from the Trello platform. The data is analyzed and visualized to create a project management learning analysis dashboard. Teachers can use this dashboard to assess students′ progress based on the status of the project management tasks and their assignment submissions, thus optimizing the learning process.
The research results indicate that introducing the project management learning dashboard enhances students′ learning motivation and improves their academic performance, providing a new educational experience. The study concludes the following six points: (1) The project management learning model significantly enhances data analysis learning abilities; (2) Integrating technology-assisted tools with the project management learning model significantly improves students′ project manager capabilities; (3) The project management dashboard encourages active student participation in group discussions; (4) The project management learning model effectively enhances planning and management abilities; (5) Among the five major project management processes, planning and monitoring are the most critical for student project learning; (6) Observing the project management dashboard is beneficial in promoting student group learning motivation and peer monitoring. The instructional strategy based on project management learning adopted in this study substantially contributes to project management learning, confirming that introducing project management learning models can help students learn classroom knowledge more efficiently, improve learning outcomes, and cultivate students′ project management skills.

關鍵字(中)

★ 專案管理
★ 學習分析儀表板
★ 教育資料探勘
★ 終身學習

關鍵字(英)

★ Project Management
★ Learning Analytics Dashboard
★ Educational Data Mining
★ Lifelong Learning

論文目次

目錄
中文摘要 i
Abstract ii
誌謝 iv
圖目錄 viii
表目錄 x
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 2
1-4 名詞解釋 3
二、文獻探討 5
2-1 終身學習 5
2-1-1 終身學習 5
2-1-2 終身學習的相關研究 6
2-2 專案管理 6
2-2-1 專案管理 6
2-2-2 科技輔助專案管理 8
2-2-3 專案管理相關研究 11
2-2-4 學習分析儀表板與專案管理 12
2-3 混合式學習環境 14
2-3-1 混合式學習環境的定義 14
2-3-2 混合式學習環境的相關研究 15
2-4 教育資料探勘 16
2-4-1 教育資料探勘的定義 16
2-4-2 教育資料探勘的相關研究 17
三、研究方法 20
3-1 研究設計 20
3-2 研究對象 20
3-3 研究流程 20
3-4 課程設計 22
3-5 研究工具 25
3-5-1 資料視覺化測驗及小組任務 25
3-5-2 專案管理學習調查問卷 25
3-5-3 專案管理平台調查問卷 26
3-5-4 開放式問卷 27
3-5-5 系統日誌收集的欄位 28
3-6 資料收集與分析 29
3-6-1 統計分析 29
3-6-2 聚類熱度圖分析 30
3-6-3 問卷信度分析 31
四、系統實驗設計 33
4-1 專案管理輔助學習系統 33
4-2 TRELLO版面設計 35
4-3 資料串接流程 42
4-4 儀表板設計 45
五、研究結果 51
5-1 專案管理學習模式對資料分析學習之影響 51
5-2 專案管理學習模式對學生專案經理人能力培養 51
5-2-1 專業技術能力之影響 57
5-2-2 溝通及協調能力之影響 58
5-2-3 分析及規劃能力之影響 58
5-2-4 管理能力之影響 58
5-2-5 專案經理人能力之影響 59
5-3 學生因為專案管理儀錶板是否有出現學習投入改變 59
5-4 學生基於專案管理學習模式有哪些幫助 60
5-5 專案管理五大流程哪項流程對學生有幫助 61
5-6 專案管理儀表板對學生有哪些幫助? 62
六、討論 65
6-1 聚類熱度圖分組分析 66
6-2 專案經理人能力之培養 68
七、結論 71
7-1 研究結論 71
7-1-1 專案管理學習模式顯著提升資料分析學習之能力 71
7-1-2 專案管理學習模式結合科技輔助工具顯著提升學生專案經理人能力 71
7-1-3 專案管理儀表板可促進學生積極參與小組討論 72
7-1-4 專案管理學習模式有效提升規劃與管理能力 72
7-1-5 專案管理五大流程中規劃與監控是對學生專案學習上提升最多 73
7-1-6 專案管理儀表板觀看有利於促進分組的學生學習動機與同儕督促 73
7-2 研究限制 74
7-3 未來展望 74
參考文獻 76
附錄一、知情同意書 80
附錄二、專案管理前測問卷 82
附錄三、前測資料視覺化能力測驗 85
附錄四、專案管理後測問卷 88
附錄五、後測資料視覺化能力測驗 92
附錄六、開放式問卷 95
附錄七、小組任務 96
附錄八、全球超級市場訂單2016_中譯版 101
附錄九、交通部觀光局來臺資料_97年至108年改表格 102

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指導教授

洪暉鈞(Hui-Chun Hung)

審核日期

2023-7-26

推文