社經地位、ICT使用與運算思維和學業成就間關係之探討
Abstract
數位落差的研究隨著時間和技術的發展而不斷演變。本論文聚焦在近來引起研究人員關注的兩種數位落差：資訊與通訊科技（ICT）使用落差和運算思維落差。為了研究社經地位、ICT使用與運算思維和學業成就間關係。本論文的第一個研究探討了學生的ICT使用對其家庭社會經濟地位和學業成績的中介效果。研究一使用PISA 2012數據來探討四種ICT使用的中介效果差異：包含學習、資訊檢索、社交互動、和休閒，並分析了性別對研究一中介模型的干擾效果。本論文的第二項研究探討了運算思維對學生社會經濟地位和學業成績的中介效果。研究二以問卷收集1128名台灣國中生的數據進行研究。研究二探討了五種運算思維技能的中介效果差異：包含抽象、分解、演算法思維、評估、和概括。本論文的兩項研究發現，用於資訊檢索和社交互動的ICT使用頻率以及計算思維技能可能會擴大學生因家庭社會經濟地位造成的成績差距。性別也可能調節學生的社會經濟地位、信息通信技術的使用及其學業成績之間的直接效果。本論文的發現可以幫助研究人員和教育工作者了解ICT使用和運算思維可能造成的數位落差影響，並採取適當的行動來縮短這些數位落差。
Research on the digital divide evolves over time and technology development. This dissertation focused on two digital divides that had recently attracted researchers’ attention: ICT usage gap and computational thinking gap. In order to study the relationship between students’ socioeconomic status, ICT usage and computational thinking on their academic achievement. The first study explored the mediating effect of students’ ICT usage on their family socioeconomic status and academic achievement. Study 1 of this dissertation used PISA 2012 data to investigate the difference of mediation effect of four ICT usage: learning, info retrieval, social interaction, and leisure. The moderating effect of gender in the proposed mediation model was also analyzed. The second study in this dissertation explored the mediating effect of computational thinking on students’ socioeconomic status and their academic achievement. A total of 1128 junior high school students from Taiwan participated in study 2, wherein a questionnaire survey was conducted to gather data. Study 2 investigates the difference of mediation effect of five computational thinking skills: abstraction, decomposition, algorithmic thinking, evaluation, and generalization. These two studies showed that ICT for information retrieval and social interactions as well as computational thinking skills might widen achievement gaps caused by students’ socioeconomic status. Gender could moderate the direct effect between students’ socioeconomic status, ICT usage, and their academic achievement. The results of this dissertation could help researchers and educators understand the digital divide of ICT usage and computational thinking and take appropriate action to bridge these digital divides.
Research on the digital divide evolves over time and technology development. This dissertation focused on two digital divides that had recently attracted researchers’ attention: ICT usage gap and computational thinking gap. In order to study the relationship between students’ socioeconomic status, ICT usage and computational thinking on their academic achievement. The first study explored the mediating effect of students’ ICT usage on their family socioeconomic status and academic achievement. Study 1 of this dissertation used PISA 2012 data to investigate the difference of mediation effect of four ICT usage: learning, info retrieval, social interaction, and leisure. The moderating effect of gender in the proposed mediation model was also analyzed. The second study in this dissertation explored the mediating effect of computational thinking on students’ socioeconomic status and their academic achievement. A total of 1128 junior high school students from Taiwan participated in study 2, wherein a questionnaire survey was conducted to gather data. Study 2 investigates the difference of mediation effect of five computational thinking skills: abstraction, decomposition, algorithmic thinking, evaluation, and generalization. These two studies showed that ICT for information retrieval and social interactions as well as computational thinking skills might widen achievement gaps caused by students’ socioeconomic status. Gender could moderate the direct effect between students’ socioeconomic status, ICT usage, and their academic achievement. The results of this dissertation could help researchers and educators understand the digital divide of ICT usage and computational thinking and take appropriate action to bridge these digital divides.
Description
Keywords
數位落差, 資訊與通訊科技使用, 運算思維, 青少年, 性別, Digital divide, ICT usage, Computational thinking, Adolescent, Gender