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Huseman, R.C. (1999) Leading with knowledge: The nature of competition in the 21st century. Sage, London.

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  • 标题: 网络认知力与学生后设认知、自我效能、情境兴趣之相关研究——以数字逻辑学习为例Internet Cognitive Failure Predict Vocational Students’ Metacognition, Self-Efficacy, Online Learning Interest by Using Computer Game to Learn Digital Logic

    作者: 吴东儒, 王俊智, 陈志杰

    关键字: 网络认知力, 后设认知, 自我效能, 情境兴趣, 数字逻辑Internet Cognitive Failure, Metacognition, Self-Efficacy, Online Learning Interest, Digital Logic

    期刊名称: 《Advances in Education》, Vol.4 No.3B, 2014-05-21

    摘要: 网页学习的方式为目前信息爆炸时代一种新型态的学习方式,因此本研究目的主要想探讨若将网页游戏式的学习方式套用至高职电子电机类群科中的数字逻辑科目,将会产生甚么样的学习效果,并观察学习者对于网络认知障碍上所产生的影响效果。使用网络进行自学的方式来学习,学习者本身的自我效能与后设认知也会影响学习动机外,本身网络所提供的情境兴趣也是个值得关注的议题。因此本研究透过“Games Free”公司所制作的“Gates Of Logic”小游戏来进行数字学习的实验,针对该游戏进行网站建置发放网络问卷,回收问卷数为103份,扣除4份无效问卷,共有99份问卷进行分析比较,有效问卷之回收率为96.1%,而后使用PLS 1.04结构方程模式进行研究架构配适度实证与分析。而本研究发现网络认知障碍越高,则后设认知与自我效能的部分越低;而后设认知与自我效能越高,则情境兴趣也越高;另情境兴趣越高,则学习动机越高。本研究指出,若网络认知障碍越低的情况下,使用网络进行数字逻辑的学习,本身的学习动机将越良好。 The concept of Digital logic is a fundamental knowledge should be possessed to those students who take electronic courses in vocational high schools or related. There are many educational games or simulations relevant to Digital gates in social network websites, the present study took “Gates of Logic” from “Games Free” website as a learning tool for 2nd years vocational high school students to play with in five minute for three times. According to cognitive-affective interaction in media learning theory, the measuring scales included internet cognitive failure, internet self-efficacy, metacognition, and online learning interest were given to 103 students. Effective data of 99 were subjected to confirmatory factor analysis and structural equation modeling by PLS 1.04. The results of this study revealed that internet cognitive failure was negatively correlated to internet self-efficacy and metacognition. Internet self-efficacy and metacognition were positively associated with online learning interest. The results implied that the internet cognitive failure played the essential role for students to learn “Gates of Logic” and suggested students could take more time with less time pressure to learn those concepts.