結合自我調節及共同調節學習分析儀表板於Python程式教育之研究

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姓名

柯炘德(Xin-De Ke) 查詢紙本館藏

畢業系所

網路學習科技研究所

論文名稱

結合自我調節及共同調節學習分析儀表板於Python程式教育之研究
(Combining Self-Regulated and Co-Regulated Learning Analysis Dashboards for Python Programming Education)

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至系統瀏覽論文 (2030-2-1以後開放)

摘要(中)

學習程式語言涉及許多複雜概念，需要學生持續練習並調節其學習。為了應對這些挑戰，本研究基於自我調節學習理論及共同調節學習理論設計了兩個學習分析儀表板。自我調節學習儀表板主要展示學生的個人學習狀態，並根據學生當前知識點掌握情況預測學生的學習透過GenAI提供適性化學習建議。共同調節學習儀表板展示小組成員的學習狀態，透過排行榜展示學生與同儕之間的差異，並透過學習歷程記錄追蹤學習過程。
本研究的研究對象為台灣北部一門為期17週的Python程式語言課程中的38名研究生。透過實驗前後的Python能力測驗和線上自我調節學習問卷及自我導向學習問卷，評估學生的能力，學生可依照自由意願使用本學習系統進行題目練習、觀看儀表板，並且隨時調整學習目標。系統日誌記錄蒐集了學生滑鼠點擊和瀏覽行為。實驗結束後透過科技接受模型、學習分析評價框架和開放式問題收集了學生對於系統及學習分析儀表板的回饋。
研究發現，使用學習系統一學期後，學生的學習成效顯著提升，自我導向學習能力中的學習動機和自我監控構面均顯著提高，整體自我導向學習能力也顯著提升。學生對系統的感知易用性給予高分，並提出了相關建議和想法。然而，自我調節學習能力在所有構面及整體上未達顯著水準。結果顯示，學習系統及學習分析儀表板能促進學生學習，使他們對學習程式設計的態度更加積極，並能更有效管理學習過程，學生在學習成效、自我導向學習能力、學習動機和自我監控能力上均有顯著進步。

摘要(英)

Learning programming languages involves many complex concepts, requiring students to practice continuously and regulate their learning. To address these challenges, this study designed two learning analytics dashboards based on self-regulated learning theory and co-regulated learning theory. The self-regulated learning dashboard primarily displays the student′s personal learning status and provides adaptive learning recommendations through GenAI based on the student′s current knowledge mastery. The co-regulated learning dashboard shows the learning status of group members, highlighting differences between students and their peers through leaderboards and tracking the learning process via learning history records.
The study′s participants were 38 graduate students enrolled in a 17-week Python programming course in northern Taiwan. The study evaluated the students′ abilities through pre- and post-experimental Python proficiency tests and online self-regulated learning and self-directed learning questionnaires. Students could voluntarily use the learning system for practice, view the dashboards, and adjust learning goals at any time. The system logs collected data on students′ mouse clicks and browsing behaviors. After the experiment, feedback on the system and learning analytics dashboards was gathered using the Technology Acceptance Model, the Learning Analytics Evaluation Framework, and open-ended questions.
The study found that after using the learning system for a semester, students′ learning outcomes significantly improved. There were significant increases in the learning motivation and self-monitoring aspects of self-directed learning ability, and overall self-directed learning ability also significantly improved. Students rated the system′s perceived ease of use highly and provided relevant suggestions and ideas. However, the self-regulated learning ability did not reach significant levels in all dimensions and overall. The results indicate that the learning system and learning analytics dashboards can enhance students′ learning, making their attitudes toward learning programming more positive and enabling them to manage the learning process more effectively. Significant improvements were observed in learning outcomes, self-directed learning ability, learning motivation, and self-monitoring ability.

關鍵字(中)

★ 學習系統
★ 程式教育
★ 自我導向學習
★ 調節學習
★ 學習分析儀表板

關鍵字(英)

★ learning system
★ programming education
★ self-directed learning
★ regulated learning
★ learning analysis dashboards

論文目次

中文摘要 i
Abstract ii
誌謝 iv
圖目錄 viii
表目錄 ix
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名詞釋義 3
二、文獻探討 5
2-1程式設計學習 5
2-1-1學習分析在程式設計學習中的相關研究 5
2-2調節學習 6
2-2-1自我調節學習 6
2-2-2社會共享調節學習 8
2-2-3共同調節學習 8
2-2-4人類與人工智慧混合調節 9
2-2-5調節學習在程式設計學習中的相關研究 10
2-3自我導向學習 10
2-3-1自我導向學習 10
2-3-2間隔效應與精熟理論 11
2-4學習分析 13
2-4-1學習分析 13
2-4-2開放學生模型 14
2-4-3學習分析儀表板 14
2-4-4學習分析儀表板在教育上的相關研究 15
三、研究方法 17
3-1研究對象 17
3-2實驗流程 17
3-3研究工具 18
3-3-1 Python能力測驗及練習 19
3-3-2線上自我調節學習問卷 19
3-3-3自我導向學習問卷 20
3-3-4科技接受模型 20
3-3-5學習分析評價框架 21
3-3-6開放式問卷 21
3-3-7系統日誌 21
3-4資料分析 22
3-4-1問卷工具信度 24
3-5學習表現分群 26
四、系統設計與實作 27
4-1 Python線上學習管理系統 27
4-1-1目標設定 28
4-1-2練習系統 30
4-1-3測驗系統 30
4-2學習分析儀表板 31
4-2-1自我調節學習儀表板 31
4-2-2共同調節學習儀表板 36
五、研究結果 39
5-1 Python能力測驗 39
5-1-1 Python學習表現變化 39
5-2自我調節學習能力問卷 39
5-2-1自我調節學習能力變化 42
5-2-2學習系統對高低學習表現學生的自我調節學習能力影響 43
5-3自我導向學習問卷 44
5-3-1自我導向學習變化 46
5-3-2學習系統對高低學習表現學生的自我導向學習能力影響 47
5-4科技接受模型 48
5-5學習分析評價框架 49
5-6儀表板訪問日誌分析 50
5-6-1儀表板訪問日誌統計 50
5-6-2不同學習表現組的儀表板訪問行為差異 51
5-7視覺化瀏覽行為日誌分析 51
5-7-1視覺化瀏覽行為日誌統計 52
5-7-2不同學習表現組的視覺化瀏覽行為差異 52
5-7-3視覺化瀏覽行為與問卷量表間的關係 53
5-8視覺化點擊行為日誌分析 55
5-8-1視覺化點擊行為日誌統計 55
5-8-2不同學習表現組的視覺化點擊行為差異 56
5-8-3視覺化點擊行為與問卷量表間的關係 57
5-9開放式問卷結果 59
5-9-1 大多數的學生認為CLD最能提升學習成效 59
5-9-2 過半的學生較喜歡使用CLD 60
5-9-3 大多數學生喜歡使用CLD，且學習排行榜和Python能力雷達圖最受歡迎 62
5-9-4學生使用系統的四大原因：考試準備、了解自身、自我提升、易用性 63
5-9-5學生對系統的建議：增加題目、改進介面、簡化圖表 64
5-10統整學生對儀表板的看法 64
六、討論 66
6-1不同儀表板訪問行為學生之差異 66
6-2自我導向學習能力提升主因 68
6-2-1自我導向學習與自我調節學習能力 68
6-3自我導向學習能力不同之分群比較 69
6-3-1自我導向學習能力不同之視覺化點擊行為差異 70
6-3-2自我導向學習能力不同之學習表現差異 71
6-4學生偏好使用的儀表板類型及對系?的看法 72
6-5相關研究的比較 75
七、結論 76
7-1本研究所開發之學習系統對學生程式學習之影響 76
7-1-1學生的學習成效顯著提升 76
7-1-2學生的自我調節學習能力未有顯著提升 76
7-1-3學生的自我導向學習能力顯著提升 76
7-2學生對本研究所開發之學習分析儀表板之看法 76
7-2-1學生的對儀表板的感知易用性、感知有用性評價 76
7-2-2學生認為CLD對自身學習成效影響最大 77
7-2-3學生最喜歡使用CLD並且最喜歡CLD中的學習排行榜 77
7-3學生使用系統之使用行為及相關分析 77
7-3-1學生最常使用CLD並且最常瀏覽學習排行榜視覺化圖表 77
7-3-2不同學習表現組的學生在使用視覺化圖表的點擊行為並無顯著不同 78
7-3-3不同自我導向學習能力的學生在使用視覺化圖表的點擊行為並無不同 78
7-4研究限制 78
7-5未來展望 79
參考文獻 80
附件一、知情同意書（中文） 90
附件二、知情同意書（英文） 92
附件三、Python能力測驗（前測） 94
附件四、Python能力測驗（後測） 99
附件五、線上自我調節學習問卷 104
附件六、自我導向學習問卷 106
附件七、科技接受模型問卷 107
附件八、學習分析評價框架問卷 108
附件九、開放式問卷 109

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指導教授

洪暉鈞(Hui-Chun Hung)

審核日期

2024-11-18

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