思考風格與空間能力對在三維空間搜尋系統中定錨行為之影響

Abstract

將單調的書本與虛擬的情境相互結合，可達到提升學習動機與學習能力的作用。而在情境學習的過程中，由教師扮演引導者或協助者，讓學生表達自己對內容的想法及疑問或將重點摘要，就是所謂「定錨行為」，而在 Google earth系統系統中加入不同性質地標即稱作「在三維空間搜尋系統中的定錨行為」。本研究採用「相關研究法」來探討個別差異對「定錨行為」的影響，施作「思考風格」問卷選出立法型、行政型和司法型風格顯著的學生，而以《多因素性向測驗》中的空間關係與抽象推理測驗分數作為其「空間能力」的依據。實驗過程首先在 Google earth系統中進行「文章與地圖結合任務」，將此情境下的錨點模式分為直接、間接、地理性、歷史性和挑戰性地標，觀察學生的定錨行為；然後完成不同錨點題型的「搜尋任務」，觀察學生使用錨點的行為。研究結果發現思考風格和空間能力對三維空間搜尋系統上的定錨行為有影響：樂於探索的立法型、擅長地理搜尋的高空間能力者最喜歡下錨點，守規則的行政型偏好使用預設的錨點來搜尋，高空間能力者則較喜歡轉動地球來搜尋目標；而使用預設錨點的次數愈多，搜尋成果愈好，顯示錨點對學習的重要性。因此，人們把文章整理成地圖的方式呈現，從圖像也能讓學習者很快連結到文字內容，一來一往，讓學習者瞭解知識的意義與價值，也形成有效的教學回饋。

The combination of dull books and fictitious situation can have the result of promoting learning motivation and improving ability. In the process of their learning situation, teacher acts as a guide or assistant to let each student expresse ideas and questions about the learning content, and then summarize the key points. This process is called "anchoring behavior". The operation software used in this thesis is the "Google Earth System", and adding references with different characteristics on this system is called the "anchoring behavior on the three-dimensional space search system". In order to discuss the influence of individual differences in using "anchoring behavior", this thesis uses the practice of "correlational studies". First, the students are classified based on their apparent thinking style by using the "Thinking Style Survey" which breaks down thinking patterns into legislative, executive and judicial types. Then the thesis uses the spatial relationship and abstract reasoning examination score of the "Multi-Factors Aptitude Test" to rank their "spatial ability". In the experimental process, this thesis uses the "Combination Mission of Article and Map" on the Google earth system first, in order to observe the students and divide the anchoring patterns into the direct, the indirect, the geography, the historicity and the challenge reference patterns. Then the thesis carries on by using the "Search Mission". So that teachers can obsever how students use the anchoring points. The result showed that thinking style and spatial ability influenced the anchoring behavior on the three-dimensional space system. The students were the legislative type who like to explore and ones who were good at geography have high spatial ability mostly like to anchor. But the executive type used to obeying rules especially like using hypothetical references to search. The ones with high spatial ability like to rotate the Earth to search for the goal. Finally this thesis discovered the more times that a hypothetical anchor was used, the better the search achievement would be. The result expresses the importance of anchoring to learning. People changed their presentation styles to include maps with the text. Learners can understand more quickly the textual content of an article by using images of maps. In this way, the learner can understand the meaning and value of information more quickly,and the teacher can more quickly see results from their teaching.