Effects of Goal-Setting, Learning Guidance and Prior Knowledge on Junior High Students’ Learning of Robot Programming Supported by Smart Glass

• Main Authors: Chang, Hsiao-Yu, 張曉瑀
• Other Authors: Chen, Ming-Puu
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/3g799j

碩士 === 國立臺灣師範大學 === 資訊教育研究所 === 106 === The purpose of this study was to investigate the effects of types of goal-setting, learning guidance and prior knowledge on junior high school students’ learning performance and motivation toward robot programming. A quasi-experimental design was employed and a total of 141 eighth graders participated in the experimental activity. The independent variables included types of goal-setting (long-term goals vs. sub-term goals), learning guidance (question-guidance vs. procedure-guidance), and prior knowledge (high vs. low). The dependent variables were students’ learning performance and motivation. The results revealed that: (a) for the comprehension performance, the high-prior knowledge group outperformed the low-prior knowledge group while receiving the long-term goal; the long-term goal combined with the question-guidance led to better comprehension performance; (b) as for the application performance, learners with high-prior knowledge had superior performance than the learners with low-prior knowledge did, and the question-guidance group outperformed the procedural-guidance group; and (c) all participants showed positive motiviation toward the robot programming learning, and particularly, the question-guidance group revealed higher degree of motiviation than the procedure-guidance group did.