探討空間能力信念、建模偏好、認知負荷及持續學習電腦輔助繪圖興趣影響之研究

Abstract

本研究旨為探討技術型高中之機械群製圖科學生的空間能力信念是否影響3D建模偏好，在3D建模偏好中是否產生認知負荷，進而影響持續學習興趣。而本研究目的為歸納3D建模偏好之類別，並進一步探討空間能力信念、3D建模偏好、認知負荷與持續學習興趣之相關性。研究結論說明如下：一、歸納3D建模偏好之類別 從不同的建模軟體來探討，其模型建構特徵的思維非常相似，且在建模歷程當中，可以發現均以加法與減法建模的概念進行建模，故本研究歸納建模軟體工具的特徵操作使用，屬於加法空間思維的工具有：擠出長料特徵；屬於減法空間思維的工具則有：切割除料特徵。 二、空間能力信念、3D建模偏好、認知負荷與持續學習興趣之相關性 相關性分析研究中，以技術型高中製圖科學生為研究對象，共計施測178位學生，有效樣本為166位，包含男性112位，女性54位。施測分為兩階段，第一階段為3D建模任務，第二階段問卷填答，問卷內容編制依照本研究內容：探討參與者在3D建模任務中的空間能力信念、認知負荷與持續學習興趣之影響。並以統計軟體Amos進行SEM分析，研究結果發現空間能力信念對於3D建模偏好加法或偏好減法具有正相關、3D建模減法偏好對於3D建模加法偏好具有負相關、3D建模偏好加法或偏好減法對於認知負荷皆具有負相關、認知負荷對於持續學習興趣具有負相關。The purpose of this study is to investigates the influence of spatial ability belief on 3D modeling preference among students in the mechanical drafting program at technical high schools, and whether such preferences contribute to cognitive load, subsequently affecting sustained learning interest. The research objectives are to categorize types of 3D modeling preferences and examine the relationships among spatial ability belief, modeling preference, cognitive load, and interest in continued learning. First, the classification of modeling preferences was derived by analyzing the cognitive processes involved in using various modeling software. Regardless of the specific software, modeling tasks were consistently based on additive and subtractive modeling concepts. Tools employing extrude features were categorized as supporting additive spatial thinking, whereas tools utilizing cutting features reflected subtractive spatial thinking. Second, to explore the relationships among the variables, a total of 178 students participated, with 166 valid responses (112 male, 54 female). The study was conducted in two phases: a 3D modeling task followed by questionnaire addressing spatial ability belief, cognitive load, and sustained learning interest. Structural equation modeling (SEM) was performed using Amos software. The results revealed a positive correlation between spatial ability belief and preference for either additive or subtractive modeling. A negative correlation was found between subtractive and additive modeling preferences. Both types of modeling preference were negatively associated with cognitive load. Additionally, cognitive load was negatively correlated with sustained learning interest. These findings contribute to understanding how students’ beliefs and preferences influence their cognitive processing and motivation in 3D modeling tasks.