隨著資訊科技發展與大數據時代的到來，培養學生具備資訊素養、邏輯思維等關鍵核心能力逐漸成為趨勢，資料視覺化能力亦成為職場中必備的數據分析技能之一。本研究結合專題導向之社會調節學習模式，以視覺化數據分析軟體進行實作任務，並導入線上討論平台、數位學習平台及視覺化儀表板工具，藉以提升學習成就及自我調節能力。 本研究對象為臺灣北部某國立大學資料視覺化在職課程之二十七名在職學生。在實驗前以測驗及量表瞭解學生的知識背景；課程實施中觀察學生課堂與線上的學習歷程；課程結束後再實施後測。實驗為期十八週，每週以實體課程為主結合線上討論進行小組任務。學生除個人學習外，另以小組方式進行合作學習；線上部份依各週所設計之任務，提供學生相關內容進行討論，並在隔週課堂上分享，而在期末需完成一個小組專題作品。本研究採用質化與量化混合研究法，量化部份以統計方法分析測驗及量表資料，而質化部份以行為序列分析及認知網絡分析線上討論平台內容。 本研究發現以下結果：（1）結合專題導向之社會調節學習模式對學生學習成就有顯著提升（2）學生在自我調節面向中「目標設定」有顯著進步，表示對學生最有幫助（3）社會調節表現良好之學生其關鍵能力及自我調節能力表現良好（4）自我調節高分組之學生在小組討論中表現出「目標設定」的行為（5）相較於單一職業別之小組，多元職業別之小組的學習成就進步幅度高（6）學生對科技輔助工具、調節學習儀表板表現出良好的滿意度。本研究所使用之教學策略對未來調節領域的研究有實質貢獻，並證實導入專題導向學習的課程設計可以讓學生深入瞭解專業知識。;With the advancement of information technology in the big data era, fostering students′ information literacy, logical thinking, critical core competencies, and data visualization skills have become a growing trend in education. This research combines a project-based social regulation learning model, utilizing data visualization software for practical tasks, and integrates online discussion platforms, digital learning platforms, and visualization dashboards to enhance learning achievements and self-regulation abilities. The study focuses on 27 in-service students enrolled in a data visualization course at a national university in Northern Taiwan. Before the instructional experiment, the students′ knowledge background is assessed through tests and questionnaires. During the course, the students′ learning processes in both face-to-face and online settings are observed, followed by a post-test after the course. The 18-week course involves weekly face-to-face sessions primarily for collaborative group tasks supported by online discussions. Students engage in individual learning and work in groups, with online discussions providing relevant content for the weekly tasks, which they share during the subsequent face-to-face sessions. A final group project is required at the end of the course. This research adopts a mixed-methods approach, combining quantitative analysis of test and questionnaire data using statistical methods and qualitative analysis of online discussion platform content using behavior sequence analysis and cognitive network analysis. The research findings indicate the following: (1) Integrating project-based social regulation learning model significantly improves students′ learning achievements; (2) Students show significant progress in the "goal-setting" aspect of self-regulation, which proves to be most beneficial for them; (3) Students who perform well in social regulation also exhibit better performance in crucial competencies and self-regulation abilities; (4) Students in the high-scoring self-regulation group demonstrate more "goal-setting" behaviors during group discussions; (5) Learning achievements significantly improve in groups with diverse occupational backgrounds compared to groups with single occupational backgrounds; (6) Students display high satisfaction with technology-assisted tools and self-regulation dashboards. The instructional strategies employed in this research contribute significantly to the field of self-regulation research and validate the effectiveness of integrating project-based learning to deepen students′ understanding of professional knowledge.
