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研究生:許廷祥
研究生(外文):Ting-Shiang Shiu
論文名稱:數位學習回饋訊息對於學習動機之影響─以策略賽局為例
指導教授:王思齊王思齊引用關係
學位類別:碩士
校院名稱:國立嘉義大學
系所名稱:數位學習設計與管理學系研究所
學門:教育學門
學類:教育科技學類
論文出版年:2010
畢業學年度:98
語文別:中文
中文關鍵詞:數位學習學習動機回饋心智型態
外文關鍵詞:e-learninglearning motivationfeedbackmindset
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良好的學習動機是促進學習行為和學習成效的重要因素,而個人的心智型態與外在的回饋方式更是影響學習動機的關鍵。本研究為探討在數位學習環境下,兩種回饋類型(學習型回饋、能力型回饋)對於不同心智型態(成長心態、定型心態)學習者的學習動機(自願投入學習的時間、接受挑戰的意願程度)之影響。研究採準實驗設計,藉由策略賽局做為學習內容,以師範學院大一學生為研究對象,將101位有效樣本隨機分派至兩種回饋組別中,藉由二因子變異數進行統計分析,並輔以問卷調查瞭解受試者持續學習因素以及對於回饋內容之感受。
研究結果發現,以自願投入學習的時間做為學習動機指標時,學習動機會因自身心智型態與接受到的回饋類型之不同而有所差異,且成長心態者在獲得學習型回饋後,其學習動機顯著高於其他組別。但在「接受挑戰的意願程度」做為學習動機之指標中,回饋類型與心智型態並無交互作用,不過獲得能力型回饋的受試者,在學習動機上顯著高於學習型回饋。而在問卷調查結果發現,受試者對於學習型回饋多持正面看法,並認為該回饋對學習較有幫助;但對於能力型回饋之感受則會因心智型態之不同而略有差別。研究者根據結果進行討論並歸納結論,也針對研究結果之應用與未來研究提出建議。
Learning motivation is important to promote learning behavior and learning effect. An individual’s mindset and the external feedback are the keys to learning motivation. This study aims to investigate the direct effect and interaction effect of feedback (learning feedback vs. ability feedback) and mindset mode (growth mindset vs. fixed mindset) on learning motivation (time of voluntary devotion to learning & willingness of accepting challenges).Based on a factorial design, this study used strategy games as the learning content. 101 students from the college of teachers were randomly assigned to two feedback groups. Two-way ANOVAs models were constructed to understand the reasons for continuous learning and feedback of feelings.
The results show that there exists significant interaction effect of feedback and mindset on the “time of voluntary devotion to learning.” When students with growth mindset are provided with learning feedback, they have significantly higher learning motivation than other groups. No significant interaction effect was found in the “willingness of accepting challenges.” Nevertheless, the learning motivation of those participants who acquire ability feedback is significantly higher than that of the participants who are provided with learning feedback. Overall, participants uphold a positive view of learning feedback, and think the feedback helpful for learning; but they have divergent views on the ability feedback. A thorough discussion along with a finite conclusion is proposed. Possible applications and future direction are suggested.
中文摘要………………………………………………………… i
英文摘要………………………………………………………… ii
目次……………………………………………………………… iv
表次……………………………………………………………… vii
圖次……………………………………………………………… ix
第一章 緒論
第一節 研究動機 1
第二節 研究目的與研究問題 5
第三節 研究限制 5
第四節 名詞釋義 6
第二章 文獻探討
第一節 學習動機 9
第二節 心智型態 17
第三節 回饋 21
第四節 學習型回饋與能力型回饋 30
第三章 研究方法
第一節 研究架構 35
第二節 研究對象與取樣方法 36
第三節 研究工具 37
第四節 數位學習教材與回饋內容設計 41
第五節 實驗程序 50
第六節 資料處理方法 53
第四章 研究結果
第一節 基本統計分析 57
第二節 回饋類型與心智型態對於學習動機影響之比較 60
第三節 影響學習者持續或中斷學習之因素 65
第四節 學習者對於不同類型回饋之感受 68
第五章 討論、結論與建議
第一節 討論 73
第二節 結論 81
第三節 建議 83
參考文獻
 中文部分 ……………………………………………………………….87
 外文部分 ……………………………………………………………….98
附錄
 附錄一 心智型態量表……………………………………………..….93
 附錄二 問卷調查─專家效度意見整理表……………………………94
 附錄三 問卷調查……………………………………………………...95
 附錄四 回饋內容─專家效度意見整理表…………………………....96
 附錄五 回饋內容─強調與肯定……………………………………..100
 附錄六 研究參與同意書…………………………………………….105
 附錄七 研究說明…………………………………………………….106
 附錄八 問卷調查結果(一)……………………………………….107
 附錄九 問卷調查結果(二)……………………………………….112
 附錄十 問卷調查結果(三)……………………………………….117
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