不同電腦模擬模式對於合作問題解決過程之影響: 非同步、同步和分工模式;The Effect of Different Computer Simulation Modes on Collaborative Problem Solving Process: Asynchronous, synchronous, and division of labor models

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題名:	不同電腦模擬模式對於合作問題解決過程之影響: 非同步、同步和分工模式;The Effect of Different Computer Simulation Modes on Collaborative Problem Solving Process: Asynchronous, synchronous, and division of labor models
作者:	林尊韋;Wei, Lin Tsun
貢獻者:	網路學習科技研究所
關鍵詞:	合作問題解決;科學學習;電腦模擬;眼動分析;collaborative problem solving;science learning;computer simulation;eye-tracking
日期:	2020-08-03
上傳時間:	2020-09-02 18:32:32 (UTC+8)
出版者:	國立中央大學
摘要:	面對現今社會變化快速的時代，人們面臨到的問題越來越複雜，因此與他人合作解決問題變成21世紀的核心能力之一，在教育環境中也越來越多學習活動，透過合作問題解決達到合作學習的目的。而在科學學習中，使用電腦模擬已被證實為有效的學習方式，透過操控參數和觀察模擬變化，可以幫助學生進行知識建構。本研究應用電腦模擬進行合作問題解決的科學學習活動，探討學生在不同操作模式下，合作過程中的行為和感受，使用眼動追蹤、對話分析探討學生在問題解決中的行為模式，透過問卷調查活動時的合作品質，為了進一步了解合作過程中如何互相影響，使用多層次分析中的隨機係數模型，分析個人行為、感受與小組合作過程之間的關聯。結果顯示不同操作模式對學生在活動中的注意力無明顯差異，但在學習行為、合作感受、學習成效皆有不同，進而造成個人與小組的關聯中有明顯差異，在合作上，非同步模式較依賴對話，對話的品質影響到合作的品質；同步模式的學習成效較好，花費的時間較短，但發現在學習上會發生搭便車效應；分工模式的學習成效較差，花費的時間較長，但有較好的合作品質。最後，本研究依照結果提出未來研究的建議。;Living in a fast-changing society, the problems we face is becoming more and more complex, so collaborate with peer to solve problems has become one of the core skill of the 21st century. In the field of science education, more and more instruction activities adopting collaborative problem solving (CPS) conduct collaborative learning. In scientific learning, computer simulation has been proven to be an effective way of learning which can help students to build knowledge when they adjusting simulation variable and observing changes. This study uses computer simulation in science learning activity of CPS, to analyze students behavior and feelings during collaborative in different operating modes. The study using eye tracking and dialogue analysis to analyze students′ behavior patterns in problem solving, and using questionnaires to investigate the collaborative quality. In order to understand how the collaboration affects each other, using the random coefficient model in multi-level analysis to find the association between the individual behavior, feelings and group collaborative processes. The results showed that there were no significant differences in students′ attention in the activities, but there were differences in learning behavior, collaborative feeling and learning achievements, resulting in significant differences in the association between individuals and groups. In terms of collaborative, asynchronous models rely more on dialogue, and the quality of dialogue affects the quality of the collaborative; The learning achievements of the synchronous mode is better and the time is shorter, but it is found that the free-riding effect will occur in the learning activity; The learning achievements of the division of labor model are poor and take longer, but have a better quality of the collaborative. Finally, the study makes recommendations for future studies based on the results.
顯示於類別:	[網路學習科技研究所 ] 博碩士論文

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