不同學習方法對學習人工智慧與運算思維的成效影響
| dc.contributor | 許庭嘉 | zh_TW |
| dc.contributor | Hsu, Ting-Chia | en_US |
| dc.contributor.author | 林奕瑋 | zh_TW |
| dc.contributor.author | Lin, Yi-Wei | en_US |
| dc.date.accessioned | 2022-06-08T02:36:34Z | |
| dc.date.available | 2026-08-03 | |
| dc.date.available | 2022-06-08T02:36:34Z | |
| dc.date.issued | 2021 | |
| dc.description.abstract | 隨著近期科技迅速發展，人工智慧已為我們的生活核心。運用各種不同的教學法，協助學習者提升進行複雜問題解決並提升人工智慧與運算思維能力已獲得成效，但很少研究探討如何運用經驗式學習法，協助學習者提升人工智慧與運算思維。學習者也常常因為覺得學習內容與本身無關所以不想學習，因此本研究提出一套經驗教學法，讓學習者透過做中學方式，提升運算思維和人工智慧能力；本研究採用準實驗法，將學習者分為不同學習法，控制組為主題導向學習組26人，實驗組為經驗學習組30人。不同學習法學習者都事先觀看老師預先錄製好的教學影片進行預習並且接受不同教學法後，本研究探討不同學習法學習者在學習成效、人工智慧焦慮、運算思維能力等差異，並對學習者行為進行分析。結果顯示，在運算思維能力方面，經驗學習組優於主題導向組。但不同學習法學習者在學習成效、人工智慧焦慮沒有顯著差異。從行為分析中得知，經驗學習組會因為學習內容與自己有關聯性，因此學習者在過程會想要提出問題，進而建構與探索自己的知識，並在整個過程中創造自己的系統知識來解決複雜問題；主題導向學習組因為只有知識輸入與輸出，對於運算思維的態度相較於經驗學習組較差。本研究結果希望提供給未來任課教師運用經驗式學習法，協助提升學習者人工智慧與運算思維教學參考。 | zh_TW |
| dc.description.abstract | With the advanced development of science and technology in recent years, using a variety of different teaching methods to help students solve complex problems and thus improve artificial intelligence (AI) and computational thinking (CT) skills have been evidenced in the past studies. However, little studies have taken experiential learning method to help students increase AI and CT skills. Intelligence and intellectual thinking. Learners often feel bored and reticent to participate in learning as they think that the learning content is not relevant to their fields. Thus, the study propose a learning method based on experimental learning theoretical to help students improve their AT and CT. In this study, the quasi-experimental method was utilized to divide the learners into two groups. The control group was using a theme-based learning method with 26 people, and the experiential group was using an experiential learning method with 30 people. After both groups of students watched the pre-recording videos, and completed the Conversation AI tasks using different teaching methods, this study explored the differences in learning effectiveness, AI learning anxiety, thinking ability, computational thinking skills while analyzing students’ learning behaviors. Results showed that, in terms of learning thinking ability, the experiential learning group is better than the theme-based learning group. However, there were no significant differences in learning effectiveness, artificial intelligence anxiety between the two groups of students. From the behavior analysis, it is known that students learnt with the experiential method tended to learn relevant content. They were favorable to ask more questions in the process and construct their systematic knowledge by finding out answer on their own and solving complex problems in the whole process. Students learnt with theme-based learning method focused on input and output of knowledge, and their attitudes towards CT is less attention than that of the experiential learning group. The results of this research are anticipated to provide teachers who are keen to use experience-based learning methods to help improve students' AI and CT learning. | en_US |
| dc.description.sponsorship | 科技應用與人力資源發展學系 | zh_TW |
| dc.identifier | 60871033H-39769 | |
| dc.identifier.uri | https://etds.lib.ntnu.edu.tw/thesis/detail/25e5aa1ae0bcc159313dcd6e7465edd4/ | |
| dc.identifier.uri | http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/116929 | |
| dc.language | 中文 | |
| dc.subject | 人工智慧 | zh_TW |
| dc.subject | 運算思維 | zh_TW |
| dc.subject | 複雜問題解決 | zh_TW |
| dc.subject | 教學影片 | zh_TW |
| dc.subject | 行為分析 | zh_TW |
| dc.subject | artificial intelligence | en_US |
| dc.subject | computational thinking | en_US |
| dc.subject | complex problem solving | en_US |
| dc.subject | teaching videos | en_US |
| dc.subject | behavior analysis | en_US |
| dc.title | 不同學習方法對學習人工智慧與運算思維的成效影響 | zh_TW |
| dc.title | Effects of Different Learning Approaches on Performance of Learning Artificial Intelligence and Computational Thinking | en_US |
| dc.type | 學術論文 |