探討同儕互評與教育桌遊在人工智慧單元中的學習成效-以語音辨識為例

Abstract

本研究結合教育科技設計了一個人工智慧語音辨識課程，適用於無運算思維與人工智慧相關基礎之大一學生，目的在培養其運算思維與人工智慧的基礎應用，本研究使用準實驗研究法，探討同儕互評與教育桌遊在人工智慧語音辨識課程的影響，進行了二因子(2x2)組別教學實驗。學習成效結果顯示，單因子主要效果之教育桌遊或同儕互評之學習成效會比控制組的好，另一方面只有一個實驗因子的組別比兩個實驗因子的組別更適合先備知識較低的學生學習，推測是由於初學者對於學習內容還不熟悉，如果增加更多任務可能會超過學生認知負荷。在運算思維自我效能上，透過桌遊引導可以提升合作學習與批判性思考和創造性思維，因為在桌遊中學生會進行討論、合作以及策略創新。在學習焦慮與學習投入度的部分，由於本研究所使用之桌遊有競爭性因素，因此導致進行桌遊的組別學習焦慮都有增加，在愉悅性面向上，有進行同儕互評的組別可能因為需要花更多額外的時間進行而導致愉悅性較低。This research integrated educational technology to design an artificial intelligence speech recognition course, which is suitable for first-year students without the foundation of computational thinking and artificial intelligence. The purpose is to cultivate their basic application of computational thinking and artificial intelligence. To evaluate the impact of educational board games in artificial intelligence speech recognition courses, two factors composed with four (2x2) groups were tested. The results of learning effectiveness show that the main effect of only one experimental factor on learning effectiveness of experimental groups is better than the control group. On the other hand, the group with one experimental factor is more suitable for students with lower prior knowledge than the group with two experimental factors. It was inferred that the novices are not familiar with the learning content. If too many tasks are added, it may cause overloading to the students. In terms of self-efficacy of computational thinking, cooperative learning and critical thinking and creative thinking can be enhanced through board game. Because students could discuss, cooperate and innovate strategies during board game. In the part of learning anxiety and learning engagement, due to the competitive factor of the board games used in this study, the learning anxiety of the group who played board game increased. In terms of enjoyment, the groups who conducted peer assessment felt less enjoyment because it took more extra time to do it.