回饋及信號數位教材設計對奈米科技學習之自我效能與自我調節之影響研究

Abstract

依據2011年TIMSS (國際數學與科學成就趨勢調查)研究資料顯示，臺灣地區國中八年級學生在科學學習之學習成就高，卻缺乏學習自信心。在新興科技議題之相關學習上，許多學生在學習上常有著迷思概念。以奈米科技之學習為例，學生常認為奈米是一種物質，而忽略了尺度大小的觀念。近年來，數位學習已成為教學趨勢。在進行多媒體學習時，許多教材雖能引起學習動機，卻使學習者忽略學習內容或造成過重的認知負荷，抑或是教材內容過於無趣，導致其無法引起學習動機。本研究旨在探討利用多媒體學習理論中之信號原則及不同回饋之數位學習教材設計方式對國中學生學習奈米科技之自我效能、學習成效是否有所影響，並透過數位學習教材之使用，探討學生在自我調節學習之能力上是否有所影響。研究對象為苗栗縣某國中95名八年級學生，分為實驗組三組與控制組一組，採ANCONA、成對樣本T檢定等統計方式進行資料處理。 研究結果顯示，雖然就整體性而言，不同信號與回饋設計方式之數位學習教材對於學習奈米科技之自我效能、學習成效與自我調節能力影響不大，但在比較課程前、後差異時發現，除了實驗組A(僅具信號設計)外，其餘組別在課程前、後之學習成效皆有顯著差異。不論高、低學習成就之學生，在使用具信號、無信號與具回饋設計之數位教材的情況下，課程前、後之進步顯著；然而只有高學習成就之學生使用無回饋設計之數位教材時，才有顯著進步，低學習成就學生則無影響。在具信號與回饋設計之數位學習教材中，高自我調節能力學生較低自我調節能力學生，有較佳之學習奈米科技之自我效能，且達顯著差異。此研究成果希望能作為數位教材開發相關研究或教學者之參考。

According to the results from the TIMSS (Trends in International Mathematics and Science Study) in 2011, Taiwanese eighth-grade students had high academic achievement whereas they had low efficacy in learning science. When learning the topics related to emerging technologies, most students revealed misconceptions. For example, most students perceived the concept of nano as a form of the substance instead of a unit of measure. E-learning instruction has become a promising trend in recent years. Although multimedia teaching materials can enhance learners’ motivation, they may distract learners from the process and in turn result in learners’ cognitive overload or cause boredom. Therefore, the purpose of this study was to investigate the effect of feedback and signaling design on students’ academic achievement, self-efficacy and self-regulation for learning nanotechnology in an e-learning environment. Participants were 95 junior high school students in northern Taiwan, randomly assigned to either the control group or one of the three experimental groups. The analysis of ANCOVA and t-test were conducted in order to compare the differences in learning outcomes among difference e-learning designs. The results showed that in general, there were no signigicant differences in students’ academic achievement, self-efficacy, and self-regulation for learning nanotechnology. However, comparing students’ learning outcome between pre- and pro-test, it was found that students’ performance from three of the four groups became significantly higher after using the e-learning material. In addition, both high and low performing stuedents improved significantly after using the e-learning material with signaling, feedback or without signaling, only high performing students were improved significantly after using the e-learning materials without feedback. Lastly, students with high self-regulation had significantly higher self-efficacy for learning nanotechnology than those with low self-regulation in an e-learning environment with both feedback and signaling designs. Recommendations for future studies related to e-learning course design and instructions were also provided.