臺灣博碩士論文加值系統

運算思維是資訊素養養成的重點之一，是可運用在生活和多項專業領域中的能力，目前108課綱就是以透過學習資訊科學相關知能，培養學生邏輯性、系統化思考的運算思維能力，並經由實作以增進運算思維的解決問題能力、團隊合作、應用能力，以及創新思考能力。
本研究的實驗組一，使用研究中開發的一款結合擴增實境、可重複使用的實境遊戲 ARGs (alternate reality games) 設計，遊戲也應用了多重鷹架的學習框架。基於上述框架開發了一款教育性的實境遊戲《Escape from Classroom》，並通過認知、後設認知、以及同儕合作等鷹架引導學生學習運算思維的概念和技能。本研究中的實驗組2採用WSQ (Watch, Summary, and Question)策略，在學生的自主學習活動過程中，配合填寫WSQ學習單，學習單可以引導學生註記重點、統整所學的知識，並在Question階段進行合作學習與反思。
實驗參與者是來自台灣南部的 110 名高二學生，透過三種不同的學習方法：傳統講述、WSQ 和 實境遊戲策略，探討三組學生的學習成果、自我效能感、學習情緒、學習參與度。另外針對ARG實驗組再探討對遊戲中多種鷹架的有用性。結果表明，實驗組（使用WSQ和ARGs）和對照組（使用傳統方法）學生的學習成績存在顯著差異。此外，兩個實驗組的學生在自我效能、積極情感和學習投入方面表現出顯著性。實驗性 ARGs 組的學生可以認知道並認為大部分的認知、後設認知和同儕鷹架是有用的。此外，ARGs 參與者對融入擴增實境技術給予了正面的回應。

Computational thinking concepts are the significant abilities of science and technology education. This study developed a framework of reusable alternate reality-based games (ARGs) that applied augmented reality (AR) technology with multi-dimensional scaffolding, including cognitive, metacognitive, and peer scaffolding. An educational alternate reality game Escape from Classroom, based on the above-mentioned framework was developed, and scaffolding was instructed to assist students to focus on computational thinking concepts. Furthermore, another approach WSQ (Watch, Summary, and Question) was applied in this study for assisting students to develop an effective learning method for supporting high levels of learning. Participants were 110 eleventh-grade students from southern Taiwan. They were divided into three groups according to different learning approaches: the conventional approach, the WSQ approach, and the ARGs approach. The main analysis was to explore the students’ learning outcomes, self-efficacy, affect, engagement with learning, and perceptions of the multi-dimensional scaffolding together with its usefulness. The results showed that there was a significant difference between the learning achievement of the students in the experimental groups (using WSQ and ARGs) and the control group (using the conventional approach). Moreover, students in the two experimental groups showed significant difference in self-efficacy, positive affect, and engagement with learning. The experimental ARGs group students could sense most of the cognitive scaffolding, metacognitive scaffolding, and peer scaffolding. Moreover, the ARG participants gave positive technology acceptance to augmented reality technology.

誌謝 iv
Table of Contents v
Chapter 1 Introduction 1
1.1 Background and motivation 1
1.2 Research purpose 3
1.3 Research questions 4
1.4 Research procedure 5
Chapter 2 Literature Review 7
2.1 Computational thinking 7
2.2 WSQ learning strategies 9
2.3 Learning engagement and Game-based learning 11
2.4 AR in game-based learning 12
2.5 Scaffolding design for game-based learning 15
2.6 Learning affect and I-PANAS-SF 16
2.7 Alternate Reality Games (ARGs) 18
Chapter 3 Research Methodology 20
3.1. Framework of the alternate reality-based AR educational board game 20
3.2. Experiment Design and Procedure 28
3.2.1. Participants 28
3.2.2. Procedure 28
3.3. Measuring tools 30
3.3.1 Learning achievement 30
3.3.2 Self-Efficacy 31
3.3.3 Engagement vs. Disaffection with Learning (EvsD) 32
3.3.4 Technology Acceptance Model (TAM) 32
3.3.5 Positive and Negative Affect Schedule 33
3.3.6 Questionnaire on scaffolding perception and usefulness 34
Chapter 4 Experimental Results 36
4.1 Descriptive Statistical Analysis of Questionnaire Items 36
4.2 Learning achievements (pre-test and post-test) 36
4.3 Analysis Results of self-efficacy 38
4.4 Analysis Results of students’ affect 39
4.5 Analysis Results of engagement with learning 40
4.6 Analysis Results of ARGs learners’ Technology Acceptance Model 41
4.7 Analysis Results of learners’ perception and usefulness of the multi-dimensional scaffolding 42
Chapter 5 Conclusion and Discussion 46
5.1 Conclusions 46
5.2 Discussions 48
5.3 Future Works and Limitations 50
Reference 51
Appendix A 70
Appendix B 71
Appendix C 78
Appendix D 79
Appendix E 81
Appendix F 82

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