利用多點觸控機制探討符號與圖像表徵對於協作學習之影響

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曾琦瑋(Chi-Wei Tseng) 查詢紙本館藏

畢業系所

網路學習科技研究所

論文名稱

利用多點觸控機制探討符號與圖像表徵對於協作學習之影響
(Using the Multi-touch mechanism to explore the symbols and graphical representation for the effects of collaborative learning)

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摘要(中)

數學在現今的社會當中是很重要的能力，它在許多領域的應用都十分廣泛。然而現今台灣的數學教育，老師往往都是要求學生用死記公式的方式來解題，缺乏讓學生真正了解概念後來進行解題，使得學生無法把數學視為與生活相關的重要性知識，最後形成了對數學學習的排斥感、缺乏學習動機，導致學習成效較差的問題。有鑑於此，因此本研究在協作式多點觸控桌上開發了一套等值分數互動學習系統，讓學生能夠在此平台上進行討論、協商，並透過數學表徵的轉換，讓學習者能夠在不同的表徵之間做轉換，促進對數學概念的理解。
本研究以國民小學四年級的學生作為研究對象，共包含50位實驗參與者，透過實證研究比較方式，採用控制組與實驗組做為學習成效上之對照。並深入探討實驗組學生在協作式多點觸控桌上之同儕互動行為、系統操作行為與其學習成效之關係。接著再探討學習者之合作學習態度，在進行互動式學習時，是否會影響其學習成效。最後再調查學習者對於協作式多點觸控桌互動學習系統的接受程度，以及在數學上的學習動機。
在最後的研究結果中發現，控制組與實驗組在學習成效上有顯著差異。此外，本研究所設計的「圖卡轉換功能」之操作行為、「同儕互動行為」，也顯著地影響學習成效。而在合作學習態度方面，則發現無論學習者的態度高或低，皆不會影響到學習成效，因此重點在於學習者的同儕互動行為與系統操作行為。最後，大多數的實驗參與者一致認為本研究所開發之多點觸控桌互動學習系統，可以有效增強其數學的學習動機，並有高度的持續使用意圖。

摘要(英)

The ability of Mathematic is important, and it extensively applies to many fields. However, Mathematic education in Taiwan, teachers always ask students memorize the formula to resolve problems, it results students lacking concept of mathematic to answer the mathematic questions and they cannot regard mathematic as the important knowledge of the life and forms an attitude of exclusion in mathematic learning, lack the learning motivation and fail in their mathematic achievement. In the view of this phenomenon, this study developed a set of equivalence fractions interactive learning system in collaborative multi-touch table that allow students discussing, negotiating, and through the conversion of mathematic representation so that promote learner’s mathematic concepts when they convert between different representation.
This study conducted 50 elementary school students to participate. And further explore the relationship among behavior of using system, behavior of peer interaction, and learning effect in experimental group. Moreover, we explored learner’s collaborative learning attitude whether affect their learning effect when they proceeding interactive learning. Finally, we investigated the acceptance of collaborative Multi-touch table interactive learning system and the motivation of mathematics.
In the result of the study, the results show that there are significant in learning effect between control group and experimental group. Moreover, the operational behavior of conversion of graphical card which is designed by this study and the behavior of peer interaction would affect the learner’s learning effects. In the collaborative learning attitude, we found that either the attitude high or low, all without affecting the learning effect, so that the key point is based on the peer interaction and behavior of system operation. Finally, the most of the participants who are in the experiment group agree unanimity that this interactive learning system can effectively enhance their motivation of mathematic and have a strong intent for using this system in the future.

關鍵字(中)

★ 協作學習
★ 等值分數學習
★ 多點觸控
★ 數學表徵
★ 同儕互動

關鍵字(英)

★ Collaborative learning
★ Equivalence fraction learning
★ Multi-touch
★ Representation of Mathematic
★ Peer-interaction

論文目次

中文摘要 i
Abstract ii
目錄 iv
圖　目　錄 vi
表　目　錄 vii
第一章　緒論 1
1.1 研究背景與動機 1
1.2 研究目的 3
1.3 名詞解釋 4
1.4 研究限制 4
第二章文獻探討 5
2.1 協作學習 5
2.2 多人協作知悉性與多點觸控桌在學習上之應用 6
2.2.1 工作空間知悉性 6
2.2.2 多人協作觸控桌在學習上之應用 7
2.3 學習動機 9
2.4 數學表徵與分數之學習 12
2.4.1 表徵在學習上之意義 12
2.4.2 表徵在學習上之應用 13
2.4.3 分數的學習 15
第三章系統設計與實作 18
3.1 多點觸控桌系統設計 18
3.2 多點觸控桌系統流程 24
3.3 平板電腦之系統實作 26
第四章研究方法 28
4.1 研究架構 28
4.2 研究步驟 31
4.3 研究對象與時間 32
4.4 多點觸控桌系統活動設計 33
4.5平板電腦系統活動設計 35
4.6 研究工具 37
4.7 資料蒐集 39
4.8 資料處理 40
4.9 評分準則 41
第五章結果分析與討論 42
5.1 學習成效之分析 42
5.1.1 樣本資料描述 42
5.1.2 等值分數學習成效之分析 42
5.2 系統使用行為對於學習成效之分析 45
5.3 同儕合作學習之互動行為分析 47
5.3.1 先備知識對於互動行為之分析 48
5.3.2 同儕互動行為對於學習成效之分析 53
5.3.3 同儕互動行為對於學習增益效果之分析 56
5.3.4 互動行為對於後測成效之預測 57
5.4 問卷分析 58
5.4.1 科技接受模式 58
5.4.2 凱勒學習動機(ARCS) 63
5.5 合作學習態度之分析 69
5.5.1 學習者之合作學習態度分析 69
5.5.2 合作學習態度對於學習成效之分析 70
第六章結論與建議 72
6.1 結論 72
6.2 研究結果與貢獻 73
6.3 未來工作與建議 75
參考文獻 76
中文部分 76
英文部分 78
附錄一前測試卷 83
附錄二後測試卷 86
附錄三科技接受模式TAM問卷 89
附錄四 ARCS凱勒學習動機問卷 91
附錄五合作學習態度量表 93
附錄六開放性問卷 95
附錄七訪談題目 97

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指導教授

黃武元(Wu-Yuin Hwang)

審核日期

2013-8-16

推文