| Summary: | 碩士 === 國立成功大學 === 工業設計學系 === 107 === In recent years, in the teacher-training curriculum and teaching scene, more and more emphasis are placed on the importance of teaching students in accordance with their aptitude. There are still many students whose learning behavior and study style are passive, but the essence of learning should be active. In Taiwan, from primary education to higher education, there are courses in the syllabus that encourage self-learning, and students are expected to develop spontaneous habits. When the education system and the public are different in the form of learning from the past, the choice of learning environment and the way of learning will also change. According to Bennett's thesis in《an EDUCAUSE》in 2005, the environment has influence on learning curve for students.
Therefore, the purpose of this study is to explore the factors that make students choose the learning environment after class, and provide the future exploring whether it can effectively cultivate students' habits from passive learning to active learning.
The research experiment has three steps. The first step is to screen respondents, using the involved metrics to screen out 6 to 8 respondents with active learning. The second step is to capture the attractive factors, and the interview process uses Evaluation Grid Method and KJ Method to collect the influence factors, feelings and preferences of the testees about the software or hardware in the environment. The third step of the experiment is comparative analysis. The results are grouped into questionnaires and distributed to high school students and college students aged 16 to 22 to fill out. After the questionnaire is recycled, the attractive factor is divided into six characteristics, and the attractive factors’ data would analyze with Cluster analysis and Chi-square Test.
Through the results of qualitative interviews and quantitative questionnaires, there are 44 environmental attractive factors selected by the high school students and university students in the after-school learning behavior. Through Cluster Analysis, 4 groups of high school and 3 groups of college students can be obtained. Comparing college students and high school students, we can see the relationship, similarities and differences of active learning attractive factors between these groups. High school can be divided into environment dependent, environmental atmosphere dependent, environmental atmosphere independent and environmental independent. The college students can be divided into environmental atmosphere dependent, environmental atmosphere independent, and environmental independent.
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