周明Jou, Min林宜樺Lin, Yi-Hua2019-09-042020-08-302019-09-042016http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G060370007H%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/98605本論文旨在探討大專院校工程類Apps對學習效益之研究-以自動控制為例，分析現況、差異、相關以及變項之間的影響。本論文抽取臺北市及新北市大專院校學生233人為樣本，學生同意於課堂中、課堂後自動控制App的使用下，進行「學習動機、學習風格及App使用性調查問卷」施測，所得量化資料採描述性統計、獨立樣本t考驗、單因子變數分析、皮爾森積差相關分析及迴歸分析等方法，進行統計分析。 主要研究結論包括： 一、大專院校自動控制課學生之學習動機為中上程度。 二、大專院校自動控制課學生之學習風格以實際型佔最多。 三、大專院校自動控制課學生之App使用性為中等程度。 四、不同背景變項大專院校自動控制課學生學習動機、學習風格、學習成效部分有顯著差異。 五、大專院校自動控制課學生學習動機與學習風格、App使用性、學習成效有顯著相關。 根據上述結論，本論文分別就教師及大專院校工程類學生及未來研究等方面提出建議。The purpose of this study was to investigate the relationships between engineering APPs and learning effectiveness amongst college students. The sample included 233 students from Taipei and New Taipei taking a course on automatic control. A questionnaire was developed to collect data which was then subject to statistical analysis. Major conclusions of the study were summarized in the following. In the course on automatic control: 1. Student’s learning motivation was above average. 2. Most students adopted pragmatist learning style. 3. Student’s learning motivation was middle level. 4. Student’s learning motivation, App usability, and learning outcome varied due to different background variables. 5. Student’s learning motivation was significantly correlated to learning style, App usability, and learning outcome. Summarizing the findings listed above, this study provided corresponding recommendations to course instructors, colleges, students in engineering majors, APP developers, as well as future researchers.大專院校課程工程類Apps學習動機學習風格學習成效App使用性college coursesengineering Appslearing motivationlearing styleeffective learningApp usability