機器人輔助程式設計學習之學習成效與學生心智模型探討

Abstract

本研究目的在探討使用機器人學習程式設計之成效及其可能形成之心智模型。研究採準實驗設計，參與者為台北某高中的四班高一學生共144人，依使用工具之不同將學生分為實體機器人、模擬軟體、實體加模擬、及傳統等四組。實驗分二階段進行，第一階段目的在探討三種不同機器人輔程式設計學習之成效，第二階段目的在比較使用機器人與傳統方式學習程式設計之成效及可能產生的心智模型。研究結果發現：(1)實體機器人與模擬軟體搭配使用能產生不錯的學習成果，(2)學生對使用機器人學習程式設計持正向態度，(3)學生使用機器人與使用傳統方式學習程式設計傾向於產生不同的心智模型。建議未來研究可探討同時使用機器人和傳統方法學習程式設計之成效及心智模型。

This study investigated the effects of using robots in teaching high school students programming and possible mental models which students might form from such a strategy. A quasi-experiment design was implemented in this study. Four classes of high school students, totaling 144 students, participated in this study. Participants were assigned into four groups according to the tools they used: physical robot group, robot simulator group, robot-and-simulator group, and traditional group. The experiment was conducted in two stages, the first stage aimed to investigate the effects of using different kinds of robotic tools in teaching programming: physical robot, robot simulator, and robot-and-simulator. The second stage was to compare the effects of using robots andtraditional methods, and the possible mental models formed by students. The findings of the study were: (1) Using robots and simulators together would enhance students’ performance. (2) Students had positive attitudes toward using robotic tools learning programming. (3) Students using different tools would result in different mental models. We suggested future study to investigate the effects of combining robots with traditional method to help students learning programming.