多媒體同步數位學習對數值控制課程學習成效與持續使用之研究

• Main Authors: Ting-Hao, Lin, 林庭顥
• Other Authors: Chin-Pin, Chen
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/97099448777961665643

碩士 === 國立彰化師範大學 === 工業教育與技術學系 === 102 === With the advent of the knowledge economy era each passing day, the rapid development of multimedia messages with the advancement of technology and communication media technology, the traditional teaching methods in the needs of the parties have been unable to suit modern learners. Learning in the field of education has been a long time developing the digital home and abroad, while digital services technology functionality to the user's own willingness to adopt an impact, so the ability to e-learning system itself is an important factor, this study will explore the practice course combines theory and cognitive changesmedia Sync two-stage theory model to analyze the use of different communication media student learning, to provide information on technology and instructional media combines practical course for future reference. In addition to the experimental design based on the Taguchi method to explore numerically controlled lathe CNC programs optimized design questions and using back-propagation neural algorithms and experimental teaching verify the bestcombination. The study was carried out experimental teaching 10 weeks, the subjects were divided into high media synchronization group (20 students) and low media synchronization group (22 students). Finally, the use of two-factor ANOVA, ANCOVA analysis, partial least squares (PLS) and back-propagation neural algorithms and other statistical analysis tests the hypothesis, experimental results showed that: 1. Whole and the two groups no significant difference in learning effectiveness, and appropriateness of the media is also no significant difference in satisfaction. 2. The whole and the two groups have a significant positive effect, which means that learners perceive the media capability, the higher the satisfaction satisfaction. 3. The overall satisfaction with the high media synchronization group had a significant positive effect, which means that satisfaction, the higher the learning outcomes of learning, while the low media synchronization group had no significant difference. 4. The overall satisfaction and groups have a significant positive effect on attitudes. Students feel satisfaction with the course environment, the higher the students’ attitude will be gained. 5. High media synchronization group students' attitudes to learning performance have a significantly positive correlation. Meaning that high media synchronization group of using attitude of students are high, the higher the effectiveness of performance will be. But the overall low media synchronization group of students’ attitude toward learning is not significantly affected. 6. The overall low media synchronization group has a significant positive impact on the attitude of continuous use, but no significant impact on the continued use of attitude of the high media synchronization group. 7. The continued use of high media synchronization group has a significant positive impact on learning outcomes, but the continued use of the low overall media synchronization group had no significant effect on learning.