實驗策略對高中生資訊科學學習動機之影響－以數位浮水印為例

Abstract

本研究於現行的高中資訊科學與應用專題科目中，探討以「數位浮水印」專題，搭配實驗策略的教學方法及研究者自行開發之數位浮水印教材及軟體工具進行教學，對增進高中生資訊科學學習動機、影像處理原理與數位浮水印學習成效之影響。 本研究參與者為新北市立永平高中二年級八個班級的學生，共282人，其中男生169人，女生113人。利用研究者自行開發之數位浮水印教材及軟體工具作為研究工具，進行每週2小時，為期4週半之課程。透過資訊科學學習動機量表、每週學習問卷、總結式的學習問卷、成就測驗及教師訪談紀錄等評估學習成效。 研究結果發現：（一）數位浮水印專題教學雖未提高整體資訊科學學習動機，但在「內在目標導向」、「興趣」及「自我效能」等三個向度有顯著提升；（二）經由成就測驗及學習問卷結果分析，數位浮水印專題教學確實有助於增進高中生影像處理及數位浮水印相關概念的理解。This study aimed to explore impacts of digital watermark project along with lab-based learning and self-developed digital watermark materials and courseware (WMLab) on high school students’ computer science motivation and understanding of basic concepts of image processing (IP) and digital watermark. There were 282 participants, including 169 boys and 113 girls, joining in this research at the new Taipei municipal Yong-Ping high school. The class time is 2 hours per week for 9 hours. This teaching package will be evaluated by analyzing results from the computer science motivation scale, formative and summative questionnaires, test, and interviews. The results of this study were summarized as follows: (1) this teaching package did not enhance students’ overall motivation significantly, but it indeed increased scores in dimensions of intrinsic goal orientation, interest, and self-efficacy; (2) by analyzing test results and questionnaires, this teaching package helped high school students understand related concepts of image processing (IP) and digital watermark.