臺灣博碩士論文加值系統

　　努力被認為是新時代中最需要被培養的能力之一，因此如何協助學生建立「勤奮努力」的行為與信念，乃為所有家長與學者所關注的問題。因此，本研究設計以先練習後競爭模式來促使學生提升其努力行為與信念，運用遊戲式學習的特性，創造一努力為導向的學習環境。先練習後競爭模式為一正向循環，包含練習階段與競爭階段。練習階段以目標設定輔助學習者設定其願意努力目標，並以明確的目標來提高其努力行為；競爭階段以強調事前準備的重要性來降低其負面影響，並希望透過所提供的成功經驗與努力進行連結，引導學習者將競賽的成敗歸因為努力的因素上，讓學習者知道勝負掌握在自己手上。
　　為了解系統是否確實能依照設計理念傳達努力的概念與刺激其努力行為，以桃園縣某國小三年級學生29人為研究對象，歷時三個月，研究流程分為兩部分，第一部分為3次的全班性觀察，主要為系統測試及觀察與了解學生使用情況；而第二部分則為10位學生的個別訪談，以調查系統對學生情意面之影響。從觀察與訪談的資料結果指出，在努力行為部分，大部分學生可經由先練習後競爭之遊戲機制得到其引導，並可促使一些學生提升其努力行為，例如競賽前會先練習與失敗後會回歸於練習；在努力信念部分，大多數學生能理解先練習後競爭之意義，但少數學生則不能。最後，研究者依據此研究結果進行討論與對未來工作提出建議。

　　Efforts are considered as a competence that has to be culativated. How to help students develop the behavior and the belief of "effort" is an important issue. Hence, this study developed a preparation-based competitive model to enhance students’ behavior and belief of efforts. This study also adopted the model with game-based learning features and created an effort-oriented learning environment.
　　Preparation-based competitive model is a positive cycle, including practice phase and competition phase. In practice phase, based on the goal setting, it assists students to make a clear goal which they would reach and improve their effort behavior according to their willings. In competition phase, the system emphasizes the importance of preparation which would reduce its negative influence, and links the successful experiences and efforts which guides them attritube to effort.
　　To reach above the goal, the participants were 29 3th grade students. The research period was three months and contained two parts: field observation and interviews. The goal of observation is to test the system and to know how students used it. 10 students were interviewed to investigate how the affective side of the system impacted on them. Regarding effort behaviors, the results revealed that the preparation-based competitive model would guild most students and enhance their behavior. On the other hand, regarding effort belief, most students could understand the meaning of preparation-based competition, but few students couldnot really get the point.

目錄 i
圖目錄 iii
表目錄 v
第一章 緒論 1
第一節 研究背景 1
第二節 研究動機與目的 3
第三節 研究問題 4
第四節 研究流程 5
第五節 論文架構 6
第二章 文獻探討 7
第一節 動物同伴 7
第二節 目標設定 11
第三節 歸因理論 16
第三章 系統設計 19
第一節 先練習後競爭模式 19
第二節 My-pet-competition系統 29
第四章 系統實作 35
第一節 系統開發與環境 35
第二節 系統功能及介面介紹 36
第五章 研究方法與設計 51
第一節 研究方法 51
第二節 研究對象 51
第三節 資料收集與分析 52
第六章 實測結果 55
第一節 系統使用概況 55
第二節 觀察分析 63
第三節 訪談資料分析 71
第七章 結論與未來工作 85
第一節 結果與討論 85
第二節 未來工作 87
參考文獻 89
一、英文文獻 89
二、中文文獻 93

一、英文文獻
Bull, S. & Pain, H. (1995). ''Did I say what I think I said, and do you agree with me?'': Inspecting and Questioning the Student Model, in J. Greer (ed), Proceedings of World Conference on Artificial Intelligence in Education, Association for the Advancement of Computing in Education (AACE), Charlottesville, VA, 1995, 501-508.
Bull, S. & Pain, H. (2004). Supporting Learning with Open Learner Models, Proceedings of 4th Hellenic Conference with International Participation: Information and Communication Technologies in Education, Athens, Greece. Keynote.
Chang, L.-J., Yang, J.-C., Yu, F.-Y., & Chan, T.-W. (2003). Development and evaluation of multiple competitive activities in a synchronous quiz game system. Innovations in Education and Training International, 40(1), 16-26. (SSCI)
Chen, Z. H., Deng, Y. C., Chang, L. J., & Chan, T. W. (2002). An approach to cultivating reading habits for children with pet-raising games. The 6th Global Chinese Conference on Computers in Education, Beijing, 213-216.
Chen, Z. H., Liao, C., Chien, T. C., & Chan, T. W. (2009). Animal companions: Fostering children''s effort-making by nurturing virtual pets. British Journal of Educational Technology. doi: 10.1111j/.1467-8535.2009.01003.x.
Chen, Z. H., Yang, J. C. , Deng, Y. C. , Chan, T. W. (2003). Environment design through coupling pet-raising games with domain-independent learning activities. The 7th Global Chinese Conference on Computers in Education, 755-759.
Chen, Z. H., Yang, J. C. , Deng, Y. C. , Chan, T. W. (2007). Active Open Learner Models as Animal Companions: Motivating Children to Learn through Interacting with My-Pet and Our-Pet. International Journal of Artificial Intelligence in Education, 17(2), 145-167.
Chen, Z.-H., Chan, T.W. (2004). Motivating Learners by Nurturing Animal Companions: My-Pet and Our-Pet. International Journal of Artificial Intelligence in Education.
Cheng, H. N. H., Wu, W. M. C., Liao, C. C. Y., & Chan, T. W. (2009). Equal opportunity tactic: Redesigning and applying competition games in classrooms. Computers & Education, 53(3), 866-876. doi: 10.1016/j.compedu.2009.05.006.
Chin, W. (2006). The role of impression management in goal setting. Unpublished Masters, University of Waterloo.
Cullen, K.W., Baranowski, T., & Smith, S. (2001). Using goal setting as a strategy for dietary behavior change. Journal of the American Dietetic Association, 101(5), 562-566.
Davis, G.. & Rimm, S. （1985）: Education of the gifted and talented. Englewood Cliffs, NJ: Prentice-Hall.
Deci, E. L., Beley, G., Kahle, J., Abrams, L. & Porac, J. (1981). When trying to win: Competition and intrinsic motivation. Personality and Social Psychology Bulletin, 7, 79-83
Dweck, C, S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1041.
Earley, P. C., & Kanfer, R. (1985). The influence of component participation and role models on goal acceptance, goal satisfaction, and performance. Organizational Behavior and Human Decision Processes, 36, 378-390.
Hanrahan, Mary U. (1998) The effect of learning environment factors on students'' motivation and learning. International Journal of Science Education, 20(6). pp. 737-753.
Hoadley, C. M. (2005) Design-based research methods and theory building: A case study of research with speakeasy. Educational Technology, 45(1), 42-46.
Kahn, P. H., Jr. (1999). The human relationship with nature: Development and culture. Cambridge, MA: MIT Press.
Karakowsky, L., & Mann, S. L. (2008). Setting goals and taking ownership: Understanding the implications of participatively set goals from a causal attribution perspective. Journal of Leadership & Organizational Studies, 14, 260–270.
Kay, J. (1997). Invited keynote address: Learner knowthyself: Student models to give learner control and responsibility. ICCE''97 International Conference on Computers in Education, 17-24.
Klein, H., Wesson, M., Hollenbeck, J., & Alge, B. (1999). Goal commitment and the goal-setting process: Conceptual clarification and empirical synthesis. Journal of Applied Psychology, 84, 885–896.
Klein, H., Wesson, M., Hollenbeck, J., & Alge, B. (1999). Goal commitment and the goal-setting process: Conceptual clarification and empirical synthesis. Journal of Applied Psychology, 84, 885–896.
Kohn, A. (1992). No contest: the case against competition. New York: Houghton Mifflin
Locke, E. A., & Latham, G. P. (1990). A theory of goal setting & task performance. Englewood Cliffs, NJ: Prentice-Hall.
Locke, E. A., & Latham, G. P. (2002). Building a Practically Useful Theory of Goal Setting and Task Motivation. American Psychologist, 57(9), 705–17.
Locke, E. A., Shaw, K. N., Saari, L. M., & Latham, G. P. (1981). Goal setting and task performance: 1969–1980. Psychological Bulletin, 90, 125–152.
Matsui, T., Okada, A., & Inoshita, O. (1983). Mechanism of feedback affecting task performance. Organizational Behavior and Human Performance, 31, 114–122.
Matsui, T., Okada, A., & Inoshita, O. (1983). Mechanism of feedback affecting task performance. Organizational Behavior and Human Performance, 31, 114–122.
O’Neil, H. F. Jr., & Snow, R. (1990). Effort scale. Los angel.
Orlick, T., & Partington, J. (1988). Mental Links to excellence. The Sport Psychologist, 2, 105-130.
Prensky, M. (2001). Digital Game-Based Learning. McGraw-Hill.
Rensis Likert(1961), New Patterns of Management[M]. New York: McGraw-Hill Book Company.
Rotter, J. B. (1996). Generalized expectancies for internal versus externalcontrol of reinforcement. PsychologicalMonographs, 80, (1), 609-610.
Schunk, D. H. (1996). Learning theories: An educational perspective. New York: Merrill/Macmillan.
Self, J. (1988). Bypassing the intractable problem of student modeling. International Conference of Intelligent Tutoring Systems, Montreal, Canada, 18-24.
Steers, R. M., Porter, L. W. (1974). The role of task-goal attributes in employee performance. Psychological Bulletin, 81(434-452).
Sue, S., & Okazaki, S. (1990). Asian-American educational achievements: A phenomenon in search of an explanation. American Psychologist, 45, 913-920.
Viteles, M. S. (1953).Motivation and Morale In Industry, W.W. Nor-ton and Company, 282-284.
Vroom, V. H.(1964). Work and motivation. New York ： Wiley.
Weiner, B. (1979). A theory of motivation for some classroom experiences. Journal of Educational Psychology, 71, 3-25.
Weiner, B. (1980). Human motivation. New York: Holt, Rinehart & Winston.
Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92, 548-573.
William, & Terence. (1995). Responses to successful and unsuccessful performance: The moderation effect of self-efficacy on the relationship between performance and attribution. Organizational Behavior and Human Decision Processes, 62(3), 286-299.
Zimmerman, B. J. (1989). Models of self-regulated learning and academic achievement. In B. J. Zimmerman & Schunk D. H. (Eds.), Self-regulated learning and academic achievement: Theory, research, and practice, 1-25, NY: Spring-Verlag.
二、中文文獻
吳幸宜譯(1994)：學習理論與教學應用。Gredler, M.E. (1991). Learning and Instruction：Theory Into Practice. 台北：心理出版社。
李明堂(1986)。常模參照回饋、自我參照回饋對國小學童成敗歸因、成就動機、測試焦慮影響之研究。國立高雄師範大學教育研究所碩士論文，未出版，高雄。
季力康(民86)。在體育活動中兒童能力和努力概念發展的研究。體育學報，22輯，93-103頁。
尚榮安譯(2001)。個案研究法。台北: 弘智文化。
林紋宏(2007)，自我調整學習與認知風格對國小自然與生活科技學習影響之研究，國立中山大學教育研究所碩士論文，未出版，高雄市。
紀紋薇（2006）。雲林縣社區大學學員參與程度、學習滿意度對其繼續學習意願影響之研究。國立中正大學成人及繼續教育所碩士論文，未出版，嘉義縣。
張永金，劉清彥（譯）（2002）。Dorothy Rich著。大能力（上）。台北：信誼。
陳怜君、洪聰敏(2006)，桌球選手之心理技能訓練，國民體育季刊，第35卷，第4期，第21-25頁。
彭月茵 (2002)。目標層次、回饋訊息對數學工作表現與學習動機之效果：考量國中生的控制信念。國立成功大學教育研究所碩士論文，未出版，台南市。
曾禹復(2009)。動物同伴平台之任務機制設計：以任務委託促進學生學習目標設定。國立中央大學資訊工程研究所碩士論文，未出版，桃園縣。
曾淑蓉(民80)。普通班和資優班學生性別、年級、數學歸因和數學態度的相關研究。特殊教育學報，6，373-430。
黃英忠、陳儀蓉、黃培文(2003)。「學習成就對努力歸因之影響—以三明治式教學之技專院校餐飲管理科為例」。商管科技季刊，4(2)，149-161。
黃英哲（2002）。運動成就目標與賽前狀態焦慮的關係：以目標涉入為主軸之研究。國立臺灣師範大學體育研究所博士論文，台北市。
鄭茂春(民89)。自我歸因論與學習動機的探討。教師之友，41(2)，10-15。