學習資訊專業學院—資訊教育研究所

Permanent URI for this communityhttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/25

資訊教育研究所之碩士班成立於民國80年,博士班成立於民國86年,目前研究生共約160名。本所原屬資訊教育學系,於95學年度起因應系所組織調整,成為獨立研究所,歸屬教育學院。

本所以『資訊科技教育』和『數位學習』兩個專業領域之研究發展與人才培育為宗旨,課程設計分別針對此兩個專業領域規劃必、選修專業科目,提供學生紮實而嚴謹的學術專業知能及個別化之研究訓練。本所教育目標包括:

1、培育資訊科技教育人才;
2、培育數位學習產業人才;
3、培育資訊科技教育與數位學習研究人才。

本所目前六名專任教師,四位教授,二位副教授,在資訊教育領域均具有豐富之教學與研究經驗且均積極從事研究,每年獲科技部補助研究計畫之平均數量與金額在本校名列前茅。另外,本所教師積極參與國內重大資訊教育政策及課程綱要之制定,積極推動國內資訊教育之發展。
 

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    遊戲式互動APP對學生分數概念學習的影響
    (2016) 黃筑; Huang, Chu
    本研究針對基本分數單位量概念與真分數、假分數及帶分數單元,設計一套遊戲式互動APP,期利用遊戲互動方式和圖像情境的配合,幫助學生認識分數的意義,澄清迷思概念,並經由遊戲式互動APP學習歷程,檢驗學生學習態度、學習成效、教材設計及互動操作模式之滿意度。 本研究採單組前後測實驗設計,研究對象為新北市新店區某國小三年級生,共52人。整體過程中共有三款不同的遊戲式互動APP及學習內容,首先,是分數單位量的基本概念介紹,期利用動畫及互動操作學習真分數、假分數、帶分數的概念與相互之間轉換能力,最後,帶入同分母分數比大小的學習單元。本研究有別於傳統課程講述和其他數位教學方式,盼藉由遊戲式互動APP學習,能提升學生對學習分數之成效,改善學習態度,以寓教於樂的方式,透過發現錯誤,解決問題的學習過程,教導分數的正確概念。 研究結果顯示,學生在使用APP後成績明顯提升,學生能夠透過遊戲式互動APP學習到分數概念,學生對分數學習、教材設計及互動操作均持正向觀點。由訪談得知,學生和老師認為在未學過真分數、假分數及帶分數單元下,透過APP呈現的數位內容和互動操作功能,能幫助學生學習分數概念且得到學習樂趣。本研究提供了未來數位教材改進及發展的方向。
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    Effects of a mobile electronic guidebook on visitors attention and visiting behaviors
    (International Forum of Educational Technology & Society (IFETS), 2008-01-01) Sung, Yao-Ting; Chang, Kuo-En; Lee, Yi-Hsuan; Yu, Wen-Cheng
    Museums are one of the most important institutions providing students with the opportunity to gain knowledge, experience cultures, and develop different interests in an informal learning setting. As information and communication technology (ICT) has become more popular, many researchers have also become concerned with how to use mobile devices to support the museum’s functions of lifelong learning. Although researchers have proposed several innovative types of mobile-device based electronic guidebooks, the effects of the most used audio-visual guidebooks have been rarely evaluated. This study explored the effect of a mobile electronic guidebook on visiting behaviors in a museum of history. Visitors’ behaviors with two visiting modes (visiting with the electronic guidebook and visiting without supplementary tools) were compared. Forty-two college students were invited to visit the National Museum of History in Taiwan and were randomly assigned to one of the two visit modes. The results showed that the students with the electronic guidebook had a longer holding time with exhibits than the students without supplementary materials. The sequential analysis of visiting behaviors also showed that the students with the electronic guidebook displayed more inquisitive and structural behaviors when interacting with the exhibits.