進階搜尋


   電子論文尚未授權公開,紙本請查館藏目錄
(※如查詢不到或館藏狀況顯示「閉架不公開」,表示該本論文不在書庫,無法取用。)
系統識別號 U0026-1906201816045800
論文名稱(中文) 讓思考被看見從書本知識到實用競爭能力 —以澎湖教育為例
論文名稱(英文) Making Thinking Visible from Book Knowledge to Practically Competitive Competencies: Evidence from Penghu Education System
校院名稱 成功大學
系所名稱(中) 企業管理學系
系所名稱(英) Department of Business Administration
學年度 106
學期 2
出版年 107
研究生(中文) 林政達
研究生(英文) Cheng-Ta Lin
學號 R48981106
學位類別 博士
語文別 英文
論文頁數 53頁
口試委員 指導教授-莊雙喜
口試委員-周信輝
口試委員-黃瀞瑩
口試委員-廖曜全
口試委員-陳淑玲
中文關鍵字 易學性  專案知識有用性  學習遊戲化  態度  能力獲得  滿意度 
英文關鍵字 perceived ease of learning  project  play  attitude  competence acquisition  satisfaction 
學科別分類
中文摘要 這項研究的目的是調查感知學習容易度,專題製作和遊戲對學習態度,能力獲得和滿意度的遊戲性的影響。本研究收集並分析來自澎湖的鳥嶼,合橫和東衛小學三校等105名五年級和六年級學生開發的創新課程和教學方法的作品。開發了實驗設計,將受試者分為對照組(吉貝國小)和實驗組(鳥嶼國小)。結果表明,與對照組相比,實驗組在易學性、專案知識有用性、學習遊戲化、態度、能力獲得和滿意度方面表現與填鴨式教學法有顯著差異。此外,105名學生樣本結構方程模型的結果表明,易學性,專案知識有用性、學習遊戲化、對學習態度有著顯著和正向的影響。此外,學習態度被證實與能力獲得之間具有顯著的積極聯繫。此外,從交互式課程中獲得的異構能力被發現對學習滿意度有積極影響。最後,能力獲取被證明在學習態度和滿意度之間具備中介效果。這項研究發現了三個貢獻。首先,我們已經證明,易學性、專案知識有用性和學習遊戲化是提高學生學習態度的重要因素。其次,我們發現開放式創新是教師不斷致力於開發創新教學方法和拓展社交網絡的關鍵驅動力量。第三,接受創新課程的經驗可以幫助學生在早年求學階段獲得功能和行為能力以及建立團隊運作與互動之堅實基礎,這對學生未來的職業生涯奠定堅實的基石。
英文摘要 This study was intended to investigate the impact of perceived ease of learning, project participation, and playfulness on learning attitude, competence acquisition, and satisfaction. Artwork developed by 105 fifth and sixth graders, who received innovative curricula and teaching approaches, from Niaoyu, Her-Herng and Dongwei primary schools in Penghu was gathered and analyzed. An experimental design was developed, and the subjects were divided into control (Jibei Primary School) and experimental groups (Niaoyu Primary School). The results proved that the experimental group exhibited significant differences in terms of perceived ease of learning, project participation, playful learning attitude, competence acquisition, and satisfaction as compared to the control group. Furthermore, the results of the structural equation modeling for the sample of 105 students showed that ease of learning, project participation, and playfulness significantly and positively affect learning attitude. Furthermore, learning attitude was verified to have significantly positive connections between learning attitude and competence acquisition. Moreover, heterogeneous competences acquisition from the interactive curricula were found to have a positive influence on learning satisfaction. Finally, competence acquisition was shown to act as a mediator between learning attitude and satisfaction. Three contributions were found this study. First, we proved that perceived ease of learning, project participation, and playfulness act as important agents on improving learning attitude in students. Second, we found that open innovation is the crucial driving force that makes teachers continuously work on developing innovative teaching methods and expands their social network. Third, the experiences with receiving the innovative curricula support the building of a solid foundation for acquiring both functional and behavioral competence at an early age that will create a powerful cornerstone for the future careers of students.
論文目次 Table of Contents
摘要 I
Abstract II
誌謝 IV
Table of Contents V
1. Introduction 1
1.1 Research background and motivation 1
1.2 Research Objectives 4
1.3 Research Procedure 5
1.4 The Structure of the Study 6
2. Theoretical background 8
2.1 Open innovation 8
2.2 Theoretical background of education 9
2.3 Teaching Approaches 11
2.4 Meta-cognition 14
2.5 The Technology Acceptance Model 15
2.5.1 Perceived ease of learning 16
2.5.2 Play 16
2.5.3 Project 17
2.5.4 Attitude 18
2.5.5 Competence acquisition 18
2.5.6 Satisfaction 19
3. Research Model and Methodology 21
3.1 Design-based Research 21
3.2 Case Introduction 21
3.3 Conceptual Framework and Construct Measurement 22
3.4 Pilot Study 24
3.5 Sampling and Data Analysis Methods 25
3.6 Procedures 26
3.7 Instruction strategies 29
4. Results and analysis 30
4.1 Interviews with teachers & students 30
4.2 Validity and Reliability 32
4.3 Results and Research Model 34
5. Conclusions 38
5.1 The influence of an interactive learning environment on education 38
5.2 The role of open innovation in school curriculum design in Taiwan 41
5.3 The effectiveness of innovative curricula on future competence training 47
5.4 Limitations and future studies 48
References 49

List of Tables
Table 1. Construct measurements 23
Table 2. Validity and Reliability 24
Table 3. An example procedure for each stage of project completion 28
Table 4. Timeline of activities and outcomes at Her-Herng Primary school 29
Table 5. The results of interviews with students (n=15) 31
Table 6. The individual results of interviews with students (n=15) 31
Table 7. Results of t-test for perceived ease of learning 33
Table 8. Results of t-test for playfulness 33
Table 9. Results of the t-test for project participation 33
Table 10. Results of t-test for attitude 33
Table 11. Results of t-test for competence acquisition 34
Table 12. Results of t-test for learning satisfaction 34
Table 13. Discriminant validity 35
Table 14. Regression for attitude, competence acquisition, and satisfaction 36
Table 15. Regressions of the influence of learning attitude on competence acquisition 36
Table 16. Results of Hypotheses 37
Table 17. The differences between traditional and project-based learning 46

List of Figures
Figure 1. The Flow Chart of this Research 6
Figure 2. The open concept of curriculum design 9
Figure 3. The research model for the elementary school 23
Figure 4. Pictures of students engaging in project-based learning 27
Figure 5. Experimental procedure for the primary schools in Penghu 28
Figure 6. The framework of this study 37
Figure 7. An example of an open module curriculum design 40
Figure 8. The open concept for future curriculum design 44
Figure 9. Promotors in the network community 44
Figure 10. The procedures for open curriculum design 45
Figure 11. Creative knowledge spiral and competence acquisition 48

參考文獻 References
Al-Gahtani, & King, M. (1999). Attitudes, satisfaction and usage: factors contributing to each in the acceptance of information technology. Behavior and Information Technology, 18(4), 277-297.
Al-Gahtani, S., & King, M. (1999). Attitudes, satisfaction and usage: Factors contributing to each in the acceptance of information technology. Behaviour & Information Technology, 18(4), 277-297.
Barab, S., & Squire, K. (2004). Design-Based Research: Putting a Stake in the Ground. Journal of the Learning Sciences, 13(1), 1-14.
Barron, B. J. S., Schwartz, D. L., Vye, N. J., Moore, A., Petrosino, A., Zech, L., & Bransford, J. D. (1998). Doing with understanding: Lessons from research on problem- and project-based learning. The Journal of the Learning Sciences, 7, 271-311.
Benavides-Velasco, C. A., & Quintana-Garcia, C. (2008). Innovative Competence, Exploration and Exploitation: The Influence of Technological Diversification. Research Policy, 37(3), 492-507.
Blumenfeld, P., Soloway, E., Marx, R., Krajcik, J., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26(3&4), 369-398.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-41.
Capuruco, R. A. C., & Capretz, L. (2009). Building social-aware software applications for the interactive learning age. Interactive Learning Environments, 17(3), 241-255.
Cheetham, G., & Chivers, G. (1996). Towards a holistic model of professional competence. Journal of European Industrial Training, 20(5), 20-30.
Chen, B. H., Hsu, M. S., & Chen, M. H. (2012). The relationship between learning attitude and anxiety in accounting class: the case of hospitality management university students in Taiwan. Quality & Quantity, 47(5), 2815-2827.
Chesbrough, H. W. (2003). Open innovation: The new imperative for creating and profiting from technology. Boston, MA: Harvard Business School Press.
Choi, J., Johnson, D. W., & Johnson, R. T. (2011a). Relationships among cooperative learning experiences, social interdependence, children’s aggression, victimization, and prosocial behaviors. Journal of Applied Social Psychology, 41(4), 976-1003.
Choi, J., Johnson, D. W., & Johnson, R. T. (2011b). The roots of social dominance: Aggression, prosocial behavior, and social interdependence. The Journal of Educational Research, 104(6), 442-454.
Csikszentmihalyi, M. (1975). Play and intrinsic rewards. Humanistic Psychol, 15, 41-63.
Davis, E. A. (1989). Perceived Usefulness, Perceived Ease of Use, & User Acceptance of Information Technology. MIS Quarterly, 13(3), 319-340.
Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1992). Extrinsic and Intrinsic Motivation to Use Computers in the Workplace. Journal of Applied Social Psychology, 22(14), 1111-1132.
Deng, Z. H., Lu, Y. B., & Zhang, J. L. (2010). Understanding customer satisfaction and loyalty: An empirical study of mobile instant messages in China. International Journal of Information Management, 30, 289-300.
Edmunds, R., Thorpe, M., & Conole, G. (2012). Student attitudes towards and use of ICT in course study, work and social activity: A technology acceptance model approach. British Journal of Educational Technology, 43(1), 2012.
Edutopia. (2016). Project-Based Learning.
Feng, H. C. (2015). The present and future status of flipped classroom. Global Views Monthly.
Flavell, J. (1976). Metacognitive aspects of problem solving. Hillsdale, NJ: Erlbaum.
Flavell, J. (1979). Metacognition and cognitive monitoring. A new area of cognitive-development inquiry. American Psychologist, 34(10), 906-911.
Fornell, C. A. D. F. L. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research(8), 39-50.
Gardner, H., & Hatch, T. (1989). Multiple intelligences go to school: Educational implications of the theory of multiple intelligences. Educational Researcher, 18(8), 4-10.
Hair, J. F., Anderson, R. E., Tatham, R. I., & Black, W. C. (1998). Multivariate data analysis with readings. NY: Paulist press.
Hansen, T., Jensen, J. M., & Solgaard, H. S. (2004). Predicting online grocery buying intention: a comparison of the theory of reasoned action and the theory of planned behavior. Internation Journal of Information Management, 24(6), 539-550.
Hazel, P. (2008). Toward a narrative pedagogy for interactive learning environments. Interactive Learning Environments, 16(3), 199-213.
Hong, J. C., Tsai, C. M., Ho, Y. J., Hwang, M. Y., & Wu, C. J. (2013). A comparative study of the learning effectiveness of a blended and embodied interactive video game for kindergarten students. Interactive Learning Environments, 21(1), 39-53.
Huang, H. M. (2004). Effects of Cram Schools on Children's Mathematics Learning. How Chinese Learn Mathematics Perspectives from Insiders, 1, 282-306.
Hwang, G. J., Wu, C. H., Tseng, C. R., & Huang, I. (2011). Development of a ubiquitous learning platform based on a real-time help-seeking mechanism. British Journal of Educational Technology, 42(6), 992-1002.
Jacobs, J. E., & Paris, S. G. (1987). Children's metacognition about reading: Issues in definition, measurement, and instruction. Educational Psychologist, 22, 255-278.
Johnson, D. W., & Johnson, R. T. (2005). New developments in social interdependence theory. Genetic, Social, and General Psychology Monographs, 131(4), 285-358.
Johnson, D. W., & Norem-Hebeisen, A. A. (1979). A measure of cooperative, competitive, and individualistic attitudes. The Journal of Social Psychology(109), 253-261.
Kettinger, W. J., & Lee, C. C. (1994). Perceived service quality and user satisfaction with the information services function. Decision Sciences, 25(6), 737-766.
Kohler, W. (1969). The task of gestalt psychology. Princeton: NJ: Princeton University Press.
Lane, G. (2016). The Situation Mentor: An International Review of Competences and Capabilities in Mentoring. London: Routledge.
Lee, P. C., Lin, C. T., & Kang, H. H. (2016). The influence of open innovative teaching approach toward student satisfaction: a case of Si-Men Primary School. Quality & Quantity, 50, 491-507.
Lewin, K. (1946). Action Research and Minority Problems. Journal of social issues, 2(4), 34-46.
Liang, H. N., & Sedig, K. (2007). Characterizing navigation in interactive learning environments. Interactive Learning Environments, 17(1), 53-75.
Lima, R. M., Carvalho, D., Flores, M. A., & Hattum-Janssen, N. V. (2007). A case study on project led education in engineering: students' and teachers' perceptions. European Journal of Engineering Education, 32(3), 337-347.
Lu, J., Yao, J., & Yu, C. (2005a). Personal innovativeness, social influences & adoption of wireless Internet services via mobile technology. The Journal of Strategic Information Systems, 14(3), 245-268.
Lu, J., Yao, J. E., & Yu, C. S. (2005b). Personal innovativeness, social influences and adoption of wireless Internet services via mobile technology. The Journal of Strategic Information System, 14(3), 245-268.
Manabu, S. (2012). 学校見聞録 学びの共同体の実践. Japan: Shogakukan.
McClelland, D. C. (1973). Testing for competence rather than for intelligence. American Psychologist, 28(1), 1-14.
Metcalfe, J., & Shimamura, A. P. (1994). Metacognition: knowing about knowing. Cambridge, MA: MIT Press.
Montano, D., & Taplin, S. (1991). A test of an expanded theory of reasoned action to predict mammography participation. Social Science & Medicine, 32, 733-741.
Mulder, M. (2007). Competence: the essence and use of the concept in ICVT. European Journal of Vocational Training, 40, 5-22.
Norem-Hebeisen, A. A., & Johnson, D. W. (1981). The relationship between cooperative, competitive, and individualistic attitudes and differentiated aspects of self-esteem. Journal of Personality, 49(4), 415-426.
Nysveen, H., Pedersen, P. E., & Thorbjørnsen, H. (2005). Intentions to Use Mobile services: Antecedents & Cross-Service Comparisons. Journal of the Academy of Marketing Science, 33(3), 330-346.
Oliver, R. L. (1981). Measurement and evaluation of satisfaction processes in retail
settings. Journal of Retailing, 57(3), 25-48.
Park, S. K., Nam, M. W., & Cha, S. B. (2012). University students' behaviral intention to use mobil learning: Evaluating the technology acceptance model. British Journal of Educational Technology, 43(4), 592-605.
Peng, F. Y. (2009). The Reflection of Primary Educational Reforms in Taiwan. Bulletin of Educational Resources and Research, 41, 1-24.
Piaget, J. (1977). The Role of Action in the Development of Thinking. Knowledge and development, 17-42.
Piccoli, G., Ahmad, R., & Ives, B. (2001). Web-based virtual learning environments: A research framework and a preliminary assessment of effectiveness in basic skills IT training. MIS Quarterly, 25(4), 401-426.
Prahalad, C., & Hamel, G. (1990). The Core Competencies of the Corporation. Harvard Business Review, 66, 79-91.
Prahalad, C., & Hamel, G. (1994). Strategy as a field of study: Why search for a new paradigm? Strategic Management Journal, 15(2), 5-16.
Renny, Guritno, S., & Siringoringo, H. (2013). Perceived Usefulness, Ease of Use, and Attitude Toward Online Shopping Usefulness Towards Online Airlines Ticket Purchase. Procedia- Social and Behavioral Science, 81, 212-216.
Resnick, M. (2017). Lifelong Kindergarden: Cultivating Creativity through Projects, Passion, Peers, and Play Cambridge, Massachusetts: MIT press.
Ross, S. R., Rausch, M. K., & Canada, K. E. (2003). Competition and cooperation in the five-factor model: individual differences in achievement orientation. The Journal of Psychology, 137(4), 323-337.
Roth, A. E. (2002). The Economist as Engineer: Game Theory, Experimentation, and Computation as Tools for Design Economics. Econometrica, 70(4), 1341-1378.
Sakkab, N. Y. (2002). Connect and develop complementsresearch and develop at P&G. Research Technology Management, 45(2), 38-45.
Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26, 113-125.
Shumaila, Y., Yousafzai, F., G. R., & Pallister, J. G. (2010). Explaining INternet Banking Behavior: Theory of Reasoned Action, Theory of PLanned Behavior, or Technology Acceptance Model? Journal of Applied Social Psychology, 40(5), 1172-1202.
Stranien, A., & Yearwood, J. (2008). Enhancing learning outcomes with an interactive knowledge-based learning environment providing narrative feedback. Interactive Learning Environments, 16(3), 265-281.
Teo, T., Lee, C. B., & Chai, C. S. (2008). Understanding pre-service teachers' computerattitudes: applying and extebding the technology acceptance model. Journal of Computer Assisted Learning, 24(2), 128-143.
Thomas, J. W., Mergendoller, J. R., & Michaelson, A. (1999). Project-based learning: A handbook for middle and high school teachers. Novato, CA: The Buck Institute for Education.
Tseng, H. Y. (2001). MUD research (Master Degree), National Chengchi University.
Venkatesh, V., & Davis, F. D. (1996). A Model of the Antecedents of Perceived Ease of Use: Development and Test. Decision Sciences, 27(3), 451-481.
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Wagner, T. (2010). The Global Achievement Gap: Why Even Our Best Schools Don't Teach the New Survival Skills Our Children Need--and What We Can Do About It New York: : Basic Book.
Wan, H. A. (2000). Opportunities to enhance a commercial Web site. Information and Management, 38(1), 15-21.
Wang, Y. S. (2003). Assessment of learner satisfaction with asynchronous electronic learning systems. Information and Management, 41, 75-86.
Wernerfelt, B. (1984). A Resource-based View of the Firm. Strategic Management Journal, 5, 171-180.
Wesch, M. (2009). Youtube and you experiences of self-awareness in the context collapse of the recording webcam: Hampton Press, Inc., and MEA.
West, J., & Bogers, M. (2014). Leveraging External Sources of Innovation: A Review of Research on Open Innovation. Product Innovation Management, 31(4), 814-831.
Wu, J. H., & Wang, S. C. (2005). What Drives Mobile Commerce? An Empirical Evaluation of the Revised Technology Acceptance Model. Information & Management, 42(5), 719-729.

論文全文使用權限
  • 同意授權校內瀏覽/列印電子全文服務,於2022-07-01起公開。
  • 同意授權校外瀏覽/列印電子全文服務,於2022-07-01起公開。


  • 如您有疑問,請聯絡圖書館
    聯絡電話:(06)2757575#65773
    聯絡E-mail:etds@email.ncku.edu.tw