前導組織與提示策略對高低先備知識國小生以擴增實境輔助micro:bit程式設計學習成效、動機及態度之探討

Abstract

本研究旨在探討前導組織及提示策略對於不同先備知識國小學習者以擴增實境輔助micro:bit程式設計學習成效、動機及態度。本研究採因子設計之準實驗研究法，有效樣本136人。自變項包含前導組織、提示策略及先備知識。「前導組織」分為「問題前導組織」與「圖解前導組織」；提示策略分為「概念提示」與「功能提示」；「先備知識」分為「高先備知識」與「低先備知識」。依變項包含程式設計之學習成效(知識記憶、知識理解、知識應用)、學習動機(價值成分、期望成分、科技接受度)與學習態度(自信心、學習喜好、學習焦慮、學習過程、學習方法、學習價值)。研究結果顯示：就學習成效而言，(1)知識理解方面：高先備知識組優於低先備知識組；(2)知識應用方面：高先備知識組優於低先備知識組、圖解前導組織組優於問題前導組織組、學習者接受概念提示時，高先備知識組表現優於低先備知識組。就學習動機而言，(3)內在目標導向、外在目標導向、工作價值、控制信念、期望成功、科技易用性方面：高先備知識組優於低先備知識組；(4)科技有效性方面：高先備知識組優於低先備知識組、功能提示組優於概念提示組。就學習態度而言，(5)學習焦慮方面，學習者接受問題前導組織時，概念提示組高於功能提示組；而學習者接受概念提示時，問題前導組織組高於圖解前導組織組。The aim of this study was to investigate the effects of types of advance organizer (AO), prompting strategy and prior knowledge (PK) on elementary students’ micro:bit programming performance, motivation and attitude through AR-assisted learning. A quasi-experimental design was employed and a total of 136 sixth-graders participated in the experimental activity. The independent variables included advance organizer (question vs. graphical), promting strategy (concept-completed vs. function-completed), and prior knowledge (low-level vs. high-level). The dependent variables were students’ learning performance, motivation and attitude.The results revealed that: first, in terms of learning knowledge performance, (a) for knowledge comprehension: the high-PK learners outperformed the low-PK learners; (b) for knowledge application: the graphical-AO group outperformed the question-AO group; while receiving the concept-compeleted prompt, the high-PK learners outperformed the low-PK learners. Secondly, in terms of learning motivation, (c) for intrinsic goal orientation, extrinsic goal-orientation, task value, control of learning beliefs, expectancy for success, technology usability: the high-PK learners revealed higer degree of motivation than the low-PK learners; (d) for technology utility: the high-PK learners revealed higer degree of utility than the low-PK learners; the function-compeleted prompt group revealed higer degree of utility than the concept-compeleted prompt group. Last, in terms of learning attitude, (e) for learning anxiety: while receiving the question-AO the concept-compeleted prompt group revealed the higer degree of anxiety than the function-compeleted group, however, while receiving the conpcept-compeleted prompt, the question-AO group revealed the higer degree of anxiety than the graphical-AO group.