台灣青少年學習者於機器人學習活動的動機策略探究-以WRO機器人競賽為例;The survey of motivation and strategies for Taiwan adolescent learners in robotics of learning domain.

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題名:	台灣青少年學習者於機器人學習活動的動機策略探究-以WRO機器人競賽為例;The survey of motivation and strategies for Taiwan adolescent learners in robotics of learning domain.
作者:	黃元彥;Huang,Yuan-Yen
貢獻者:	學習與教學研究所
關鍵詞:	學習動機;學習策略;機器人學習經驗調查問卷(RMSLQ);機器人學習活動;MSLQ於領域特定的改編;RMSLQ;adaptation of MSLQ for domain specific;robotics of learning domain;learning motivation;learning strategies
日期:	2012-07-27
上傳時間:	2012-09-11 17:53:36 (UTC+8)
出版者:	國立中央大學
摘要:	本研究欲探討國高中學生在機器人學習活動中的動機、策略之現況與關係。研究設計以問卷調查法蒐集參與WRO機器人競賽之參賽學生作為研究母群，以Pintrich等人(1991; 1993)編製的動機策略問卷(MSLQ)作為機器人學習經驗問卷-中學生版(RMSLQ-HS)的改編依據，調查性別、家庭社經地位等背景變項與機器人學習動機、策略表現的差異；分析機器人學習動機與各項學習策略間的相關及預測力，以期針對機器人學習領域之內容特性做進一步探討。研究工具改編於MSLQ的內部架構與題項敘述，以編製符合機器人學習活動的內容敘述之問卷工具(Robotics motivated strategies for learning questionnaire, 簡稱RMSLQ)。透過項目分析、探索性因素分析與信度分析等程序，共發展出9項因素構念(4個動機構念：個人與情境的興趣目標、外在的興趣目標、自我效能、學習焦慮；5個策略構念：反覆練習、批判性思考、自我調整、同儕學習、資訊尋求)，共44道題項。研究結果顯示性別在資訊尋求策略上有顯著差異，男生較女生還擅用資訊資源來學習；家庭社經地位在自我效能上有顯著差異，高社經地位者的自我效能較低社經地位者來得高。顯示男生較擅用科技資源以幫助自己取得機器人學習領域的相關知能，高社經地位學習者擁有較高的學習信心來參與機器人學習活動。整體而言，學習動機的群組變項內，以個人及情境的興趣目標之得分較其他動機變項顯著，學習策略的群組變項內，以批判性思考和同儕學習之得分較其他策略變項顯著；顯示出機器人學習活動的領域內容特性，學習者的個人及情境的興趣目標、批判性思考與同儕學習等能力的展現較為明顯且頻繁，支持相關的機器人學習研究結果。此外，除學習焦慮以外，多數機器人學習動機皆與學習策略產生中度至高度的顯著正相關，且在批判性思考的策略展現上，個人及情境的學習興趣、自我效能可以解釋其.46的變異量。於變項間關係的統計分析結果顯示，機器人學習者的個人與情境的興趣目標、自我效能皆對於高層級認知策略、行動控制策略產生高度顯著相關，且也有不錯的預測解釋力。對於從事機器人教育事業的教練、教師與家長而言，適度地激發學生參與機器人學習活動的個人興趣信念、學習信心，也將能有效地提升其在批判性思考、同儕學習的能力表現；在學習輔導、教學策略的應用上，如何引導女學生結合多方面的資訊能力來輔助其投入機器人學習活動、提升低社經地位學習者的自我效能等面向的展現，則是未來機器人學習研究、教學上，所須努力的方向，並持續探索其他可能影響機器人學習者的動機策略能力表現之背景因素。This study implemented the questionnaire survey for measuring high school students’ motivation and strategies in robotics of learning domain. Besides, this study similarly examined the main effect of background variables (gender and social economy status) on motivation and strategies in learning robotics. Finally, the aim of this study was to explore the relationship among motivational and strategic variables in learning robotics, and to predict the variance of each strategy using regression analysis. The inventory in this study for robotics of learning domain was adapted from the framework of Motivated Strategy for Learning Questionnaire (MSLQ). The statements of each item were modified according to the learning content of robotics activities. After deleting unadequate items and integrating suited factors using statistical analysis, Nine factors including 44 items were constructed in RMSLQ-HS (Robotics Motivated Strategy for Learning Questionnaire-High School version): personal and situational interest goal, extrinsic interest goal, self-efficacy, and learning anxiety. In the result of RMSLQ-HS survey, gender made significant difference in information seeking that boys are expert in technological and informational resources. Besides, social economy status (SES) made significant difference in self-efficacy that the high level SES learners have more confidence than low level ones in learning robotics. Overall, the answers from RMSLQ-HS indicated that students’ personal and situational interest goal was significantly higher than other motivational variables, and that the scores of critical thinking and peer learning were significantly higher than other strategic variables. In addition to learning anxiety, most motivational variables were high significantly correlated to high level of cognitive strategies. Additionally, personal and situational interest goal as well as self-efficacy explained 46% variance for critical thinking.In conclusion, high school learners’ personal and situational interest goal as well as self-efficacy made better correlation with high level cognitive strategies and resource management. Even in the prediction of these strategies, the two motivational variables made high explaination as well. The implications of the findings for robotics of educational and learning domain are discussed for instructors, coaches and parents.
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