除錯策略與引導策略對國中八年級學習者以擴增實境輔助程式除錯學習成效、動機及態度之影響

Abstract

本研究旨在探討除錯策略(邏輯導向、功能導向)及引導策略(程序引導、問題引導)對國中八年級學習者以擴增實境輔助程式除錯之學習成效、學習動機及學習態度的影響。研究對象為新北市某國中八年級學習者159人，有效樣本為108人。本研究採因子設計之準實驗研究法，自變項為除錯策略及引導策略，除錯策略根據學習者分析問題的方法，分為「邏輯導向」與「功能導向」；引導策略則依照引導學習者解題的方式，分為「程序引導」與「問題引導」。依變項為程式設計學習成效(知識理解、知識應用)、程式設計學習動機(價值成份、期望成份、科技接受度)與程式設計學習態度(學習自信心、學習喜好、學習焦慮、學習過程、學習方法、有用性)。研究結果發現：就程式設計學習成效而言，(1)在「知識理解」面向，邏輯導向組的表現優於功能導向組；(2)在「知識應用」面向，學習者使用邏輯導向除錯時，程序引導組表現顯著優於問題引導組；而學習者接受問題引導策略時，功能導向組的表現顯著優於邏輯導向組。其次，就程式設計學習動機而言，(3)各實驗組學習者對於程式設計學習皆保持正向動機，其中在工作價值、控制信念、自我效能、期望成功與科技有效性方面，邏輯導向組顯著優於功能導向組；(4)在外在目標導向方面，學習者使用功能導向除錯時，問題引導組顯著優於程序導向組；(5)而接受程序引導組的學習者，邏輯導向組顯著優於功能導向組。最後，就程式設計學習態度而言，(6)各實驗組學習者對於程式設計學習皆抱持正向態度，其中在學習自信心方面，問題引導組顯著優於程序引導組；(7)在學習喜好、學習方法與有用性方面，邏輯導向組顯著優於功能導向組。The purpose of this study was to explore the effects of types of debugging strategies and learning guidance on junior high school students’ learning performance, motivation, and attitude in learning of program debugging through AR-Based learning activity. The participants were 159 eighth-graders from a junior high school in the northern part of Taiwan. The effective sample size was 108. A quasi-experimental design was adopted. The independent variables were type of debugging strategies (“logic-oriented” vs. “function-oriented”) and type of learning guidance (“question-guidance” vs. “procedure-guidance”). The dependent variables included students’ learning performance, motivation, and attitude.The results manifested that (a) for the knowledge comprehesion performance, the logic-oriented group outperformed the function-oriented group; (b) for knowledge application performance, while receiving the logic-oriented, the procedure-guidance group outperformed the question-guidance group; and while receiving the question-guidance, the function-oriented group outperformed the logic-oriented group. For learning motivation, (c) participants showed positive motivation, and the logic-oriented group revealed a higher degree of motivation than the function-oriented group; (d) while receiving the function-oriented, the question-guidance group revealed a higher degree of motivation than the procedure-guidance group; (e) while receiving the procedure-guidance, the logic-oriented group revealed a higher degree of motivation than function-oriented group. (f) As for learning attitude, participants showed positive attitude and the question-guidance group revealed higher degree of attitude than the procedure-guidance group; (g) the logic-oriented group revealed higher degree of attitude than the function-oriented group.