Effects of Digital Learning Environment, Guiding Strategy and Prior Knowledge on Senior High School Students’ Learning Performance and Motivation in Learning of Recursion

• Main Authors: Lu, Chien-Wei, 盧健瑋
• Other Authors: Chen, Ming-Puu
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/2vs5jn

碩士 === 國立臺灣師範大學 === 資訊教育研究所 === 105 === The purpose of this study was to investigate the effects of type of digital learning environment, guiding strategy and prior knowledge on senior high school students’ learning performance and motivation in learning of recursion. A quasi-experimental design was employed and the independent variables were type of digital learning environment, guiding strategy, and prior knowledge. The participants were the eleventh graders and the effective sample size was 96. While the digital learning environments consisted of the augmented reality and the virtual reality, the guiding strategies included the procedural guidance and the reflective thinking guidance; the prior knowledge involved high and low prior knowledge. The dependent variables were the students’ learning performance and motivation. The results showed that: (a) for knowledge comprehension performance, the augmented reality group outperformed the virtual reality group, the procedural guidance group outperformed the reflective thinking guidance group, and the high prior knowledge group outperformed low prior knowledge group; as for the knowledge application, the augmented reality group outperformed the virtual reality group and the high prior knowledge group outperformed the low prior knowledge group, whereas there was no significant difference between the procedural guidance group and the reflective thinking guidance group; and (b) as for learning motivation, all participants showed positive motivation toward the employed learning environments; in particular, regarding learner’s expectancy for success, the augmented reality group showed more positive effect than the virtual reality group did, and the reflective thinking guidance group showed more positive effect than the procedural guidance group did while there was no significant difference between the high prior knowledge group and the low prior knowledge group.