| Summary: | 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 two types of learning assistance and instructional strategy with different levels of prior knowledge on junior high school students’ learning performance and motivation in robot programming. This study used Mbot and Scratch for teaching robot programming, combining AR technology with Bt-200 smart glasses which provided programming instruction to help the students with program coding. A quasi-experimental design was employed with type of learning assistance, instructional strategy, and prior knowledge as the independent variables. The participants were the eighth graders and the effective sample size was 132. While the learning assistance consisted of the AR-based sheets and the paper sheets, the instructional strategies included the worked examples and the problem-based learning; the prior knowledge involved high and low prior knowledge. The dependent variables were the students’ learning performance and motivation in robot programming.
The results showed that: (a) for knowledge comprehension performance, the AR-based sheets group outperformed the paper sheets group and high prior knowledge group outperformed the low prior knowledge group, whereas there was no significant difference between the instructional strategies of worked examples and the problem-based learning; (b) concerning the knowledge application, the problem-based learning group outperformed the worked examples group; moreover, high prior knowledge group outperformed the low prior knowledge group when using the AR-based learning assistance; furthermore, in the high prior knowledge group, the learners using AR-based learning assistance outperformed the learners using paper learning assistance, whereas there was no significant difference between the learners in the low prior knowledge group when employing different types of learning assistance and or instructional strategy; and (c) with respect to the learning motivation, all participants showed positive motivation toward the employed learning activity, and the AR-based sheets group particularly showed higher level of participation.
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