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系統識別號 U0026-2408202018075800
論文名稱(中文) 以學習分析技術探討程式設計學習歷程對於運算思維能力的影響
論文名稱(英文) Applying learning analytics to explore the effects of programming learning process on computational thinking ability
校院名稱 成功大學
系所名稱(中) 工程科學系
系所名稱(英) Department of Engineering Science
學年度 108
學期 2
出版年 109
研究生(中文) 鄭培宇
研究生(英文) Pei-Yu Cheng
學號 N98021050
學位類別 博士
語文別 英文
論文頁數 63頁
口試委員 召集委員-張基成
口試委員-黃武元
口試委員-黃天麒
口試委員-王宗一
口試委員-吳婷婷
指導教授-黃悅民
中文關鍵字 運算思維  程式設計學習歷程  學習分析  學習風格 
英文關鍵字 computational thinking  programming learning process  learning analytics  learning style 
學科別分類
中文摘要 運算思維能力已日趨重要,如何培養學生具備運算思維能力來解決問題,是現階段教育著重的方向,亦是當前教育所面臨的重要課題。透過程式設計課程來培養學生的運算思維,是培養算思維主要教學模式之一。然而,其概念及原理是非常抽象且難理解的;此外傳統的程式設計在初期學習門檻較高,對許多數學生而言並不容易上手,且易引起恐懼造成學習興趣低落。此外,運算思維目前普遍採用量化的方式來評估其成效與影響,如運算思維測驗、量表、問卷或是專案作品評量等方式來衡量運算思維,對於學習歷程或是個案分析等質性研究方式著墨較少。若能導入學習歷程記錄與學習分析技術,提供適當的指導或回饋,必能對運算思維學習有幫助。是故,本研究旨在探討程式設計學習歷程對於運算思維能力的影響,為此本研究建置一個視覺化程式設計運算思維學習平台,並設計一個18週的運算思維程式學習課程,用以培養學習者的運算思維能力;同時,結合即時行為追蹤記錄模組,蒐集學習者在學習活動中的程式碼編寫行為與學習歷程;並應用多種學習分析技術對所收集的數據進行分析,以分析不同學習者的學習行為模式。基於這項研究,我們不僅分析了學生在運算思維學習活動中,其程式編寫行為與編寫模式對於運算思維能力的影響,還在文未討論了研究結果以作為後續研究的參考依據。
英文摘要 Computational thinking (CT) ability is becoming increasingly critical. Training students to integrate computational thinking ability is also a significant issue facing our current education system. The concepts and principles of computational thinking are very abstract and difficult to understand; besides, traditional programming has a high initial learning threshold; many students find it difficult to learn, and it can easily cause fear and disinterest. In addition, current computational thinking practices generally use quantitative methods to evaluate effectiveness and impact such as computational thinking tests, scales, questionnaires, and project evaluations and thus measure students' computational thinking. After our investigation, we found that current research is less focused on qualitative research methods such as the learning process or case studies in applied behavior analysis. Therefore, this study aims to explore the effects of the programming learning process on computational thinking ability. To this end, this study builds a visual programming computational thinking learning platform and designs an 18-week computational thinking programming learning course to train learners' computational thinking ability. In addition, we developed a real-time behavior tracking record module to collect learners' programming learning processes and behaviors in learning activities; meanwhile, we applied different learning analytics to analyze the collected data and thus the learning behavior patterns of diverse learners.
論文目次 中文摘要 I
Abstract II
誌謝 III
Table of Contents IV
List of Tables VI
List of Figures VII
Chapter 1 Introduction 1
1.1. Background and Motivations 1
1.2. The purpose of this study 6
1.3. Research questions 7
1.4. The Limitations of Research 7
1.5. The structure of doctoral dissertation 8
Chapter 2 Literature Review 9
2.1. Computational thinking 9
2.2. Assessing of computational thinking 13
2.3. Training computational thinking through programming 17
2.4. Learning behavior analytics 19
Chapter 3 Research Methodology 23
3.1. System development 23
3.2. Research instruments and environment 29
3.3. Experiment Design and Procedure 33
Chapter 4 Experiment Results 39
4.1. Results of computational thinking ability 39
4.2. Results of Visual-based Computational Thinking Test (VCTT) 42
4.3. Results of MSLQ, CACQ and FCTQ 44
4.4. The result of correlation analysis 46
4.5. The result of learning analytics 48
Chapter 5 Discussion and Conclusions 52
References 55
Acknowledgments 63
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