臺灣博碩士論文加值系統

台灣是資訊大國，程式設計能力是資訊相關學系學生的關鍵能力，遞迴是程式設計的重要概念，也是一種程式設計技巧和問題解決的方法。學生在學習遞迴概念時普遍成效不佳，大部分的學生無法設計出完整的遞迴程式，尤其是初學者往往無法了解遞迴概念的本質而無法發展出正確的心智模式(mental model)，使初學者對於遞迴程式設計失去興趣及信心。因此，本研究開發旨在遞迴程式學習系統，並進一步探討遞迴程式學習系統介入下，初學者遞迴程式的學習成就、學習態度、學習自我效能的表現差異。
本研究以單一組前後測之準實驗設計(Quasi-experiments)，以台北市某大學資訊科學系選修資料結構課程四十七人為實驗組(Experimental group)，結合資料結構課程及兩次系統操作教學活動，學生於課後時間進行自我導向學習，實驗為期一個半月的研究。本研究以遞迴程式成就測驗、遞迴學習態度問卷、遞迴學習自我效能量表及系統評估問卷為研究工具。研究進行結果以SPSS統計方法加以分析，並於實驗完成後，分析學習者的系統使用習性、時間及登入情形與遞迴程式學習成就進步情形的相關性。
研究所得結論如下：
一、本研究結合教學代理人機制、遞迴完成策略及漸進提示動態評量與遞迴動態媒體學習教材等技術及理念開發學習系統，評估結果顯示超過60%以上學生對於系統的操作性及助益性皆持正向態度，大多數專家學者對於系統的操作性及助益性皆持正向態度。
二、低成就組與中成就組在遞迴程式學習成就上產生了顯著的進步；初學者在base case、passive flow的遞迴心智模式上達到明顯的進步情形；遞迴程式學習成就進步與使用者的登入次數有關，更與使用者使用遞迴設計教學和遞迴範例教學有關。
三、學習者在學習態度「興趣」、「信心」和「實用」向度上呈現顯著的進步。
四、學習者經實驗後在「盡心的學習」、「面對問題及挑戰」及「環境影響」向度的學習自我效能有顯著的進步。
為進一步提升學生學習興趣，增加自我肯定，未來可結合遊戲式之教學策略及激勵機制加以進一步研究。

Taiwan has been known for its information technology research and development, and the computer programming is supposed to be key competence of students who graduate from computer science departments. Recursion is not only one of the important concepts of programming, but it is also utilized as a skill of programming and as a means of problem solving. However, students are not generally seen to work effectively when learning the recursive concepts because most of them cannot finish writing a well-designed program of recursion, the essence of which has frequently confused the novices in particular so much that they have difficulties developing proper mental models. Programming novices, as a result, lose their interests and confidence in designing recursive programs. In this research, a recursive programming learning system is developed, and a learning experiment is carried out to investigate the effect of novices’ recursion learning achievement, learning attitudes, and self-efficacy.
The study adopts single-group quasi-experiment design to conduct an experiment of recursive program learning. The experimental group consisted of 47 students who take the course of data structure offered by the Department of Computer Science of a university in Taipei City. After two-time system operating training, the students are asked to work on their own self-directed learning out of the school time. The experiment lasts for 1.5 months. The instruments including recursion achievement test, recursion learning attitude, recursion self-efficacy, evaluation of recursion learning system are used for measuring the programming effects. In addition, this study analyzes the correlation between the learners’ habits, time, frequency to login the system, and the learners’ progressive improvement of recursion after using the recursion learning system.
The major findings are shown as follows:
1. This study adopted the web technology to develop a recursion learning system (ARLS for short) with tutor agent mechanism, dynamic assessment and multimedia materials. Over 60% students showed positive attitudes toward the learning effect of recursion after one and half month testing ARLS. Most of experts considered the system will be useful for assisting undergraduate students to learn recursive concepts.
2. There are significant improvements on recursion achievement test for low and medium recursion achievement students. There is significant difference between novices’ mental model on base case and passive flow. There is an apparently positive relation among the learners’ progressive improvement of recursion, the frequency to login the system¸ and use of recursion learning media.
3. The difference among the learners’ recursion learning attitudes on the dimension of interest, confidence, and usefulness is significant.
4. There is significant difference among the learners’ recursion self-efficacy on the dimension of hard-working, facing challenging, and the influence of environment.
Further, in order to promote the learners’ interest and increase the learners’ recursion self-efficacy, game-based learning strategy and incentive mechanism is useful for teaching recursion concepts in the future study.

摘要 i
Abstract iii
目次 v
表次 vii
圖次 ix
第一章緒論 1
第一節研究背景與動機 1
第二節研究目的 3
第三節待答問題 4
第四節研究假設 5
第五節名詞釋義 5
第六節研究範圍與限制 7
第二章文獻探討 9
第一節完成策略之程式設計教學 9
第二節遞迴的心智模式 18
第三節自我效能 24
第四節智慧型代理人 30
第五節遞迴相關教學系統 39
第三章研究設計與實施 45
第一節研究流程 45
第二節系統開發 46
第三節系統設計 49
第四節資料庫規劃 64
第五節研究工具 65
第六節教學實驗 68
第四章實驗結果與實施 73
第一節遞迴程式能力之學習成就分析 73
第二節學生之學習態度分析 79
第三節學生之學習自我效能分析 83
第四節學生之系統使用評估 88
第五節教師與專家之系統使用評估 91
第六節學生之系統使用情形分析 95
第五章研究結論與建議 97
第一節研究結論 97
第二節研究建議 100
參考文獻
中文文獻......................................................105
英文文獻 .....................................................108
附 錄
附錄 一 遞迴完成策略及漸進提示動態評量回饋情形...............117
附錄 二 資料庫個資料表規畫情形...............................118
附錄 三 遞迴程式成就測驗.....................................125
附錄 四 遞迴程式學習自我效能問卷.............................130
附錄 五 遞迴程式學習態度量表.................................133
附錄 六 系統滿意度問卷.......................................137
附錄 七 專家評估問卷.........................................139
附錄 八 實驗組加課時間教學設計...............................143

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