以自我決定理論觀點初探實作範例學習於學習動機與學習成效之影響

An exploratory study based on the self-determination theory perspective to apply worked examples to improve learning motivation and learning outcome

林素穗(Su-Sui Lin)；姜文忠(Wen-Chung Chiang)

實作範例學習 ； 自我決定理論 ； 網頁設計基礎 ； 學習成效 ； 學習動機 ； Worked Examples ； Self-Determination Theory (SDT) ； Fundamental Webpage Design ； Learning outcome ； Learning Motivation

修平學報

45期（2022 / 09 / 01）

101 - 130

繁體中文;英文

相關研究驗證初學者學習新的問題解決技能而言，應用實作範例學習較能減少學習者的認知負荷並有助於學習者之學習成效，因此，本研究主要目的在於探討實作範例學習實踐於網頁設計基礎課程上對於學習成效的影響與基於自我決定理論（Self-Determination Theory）觀點，探討實作範例學習實踐於網頁設計基礎課程，對於學習者學習動機的影響。本研究在教學過程活動中主要應用實作範例學習教學策略，讓初學者依序實作學習範例問題所相對應的解答步驟，換言之，即在實作學習範例加上教學者的引導解釋，並透過教學者的逐步的闡述說明實作範例學習之解答步驟。本研究對象為109學年度第2學期修習「網頁設計基礎」必修課程的大二學生，研究方法採單組前測－後測實驗設計；教學活動流程包含教學準備階段、學習階段、教學評量階段與評估四個階段。學習者課前先進行網頁設計基礎自我決定學習動機量表－前測與網頁設計基礎學習成效測驗－前測，而在學習者進行實作範例學習之後，分別再進行該單元的評量施測，包含網頁設計基礎自我決定學習動機量表－後測與網頁設計基礎學習成效測驗－後測，以收集相關實驗資料；最後，評估階段則施予課程回饋問卷，用以初步探究實作範例學習對於學習成效與以自我決定理論觀點探討實作範例學習對於學習動機之影響。

The goal of this study is to investigate the effects of learning by worked examples on learning achievement and learning motivation based on self-determination theory. In the experimental activities, participants learn by worked examples to enhance learning. The instructor provides each explanation along with each solution step in worked examples. To investigate the effects of learn by worked examples, we will conduct a quasi-experiment using one-group pretest-posttest design. The teaching activities includes teaching preparation, learning, teaching assessment and assessment. Participants are sophomores. After each teaching unit, the instructor conducts a test for measuring participants' learning achievement and learning motivation to explore the effects.

1. 吳克興,季力康,陳建瑋(2017)。高中職學生體育課心理需求與環境知覺滿意度對自我決定動機及參與意圖之預測。運動教練科學，46，67-80。
   連結：
2. 林日璇(2019)。Because Jimmy Kimmel Wants to Know: Motivations for Watching Game Streaming as Predictors of Viewing Time and Enjoyment。資訊社會研究，36，39-73。
   連結：
3. 林啟超(2011)。高職學生學業動機調節量表」構念效度驗證之研究。教育研究與發展期刊，7(4)，75-102。
   連結：
4. 黃一泓,虞翔(2014)。不同範例與解題組合對初學者在學習上的影響。教育心理學報，45(4)，497-515。
   連結：
5. 黃志雄(2017)。翻轉教室模式在大學課程中的實踐與反思。師資培育與教師專業發展期刊，10(1)，1-30。
   連結：
6. 凃金堂(2011)。運用「範例(worked-out example)」在國小數學問題解決的教學實驗研究。教育心理學報，43(1)，25-50。
   連結：
7. Abdul-Rahman,S,Du Boulay, B(2014).Learning programming via worked-examples: Relation of learning styles to cognitive load.Computers in Human Behavior,30,286-298.
8. Alamer , A.,Lee, J.(2019).A motivational process model explaining L2 Saudi students’ achievement of English.System,87,102133.
9. Barbieri, C.,Booth, J.L.(2016).Support for struggling students in algebra: Contributions of incorrect worked examples.Learning and Individual Differences,48,36-44.
10. Bong, M.,Skaalvik, E. M.(2003).Academic self-concept and self-efficacy: How different are they really?.Educational Psychology Review,15(1),1-40.
11. Deci, E. L.,Ryan, R. M.(1985).Intrinsic motivation and self-determination in human behavior.New York, NY:Plenum Press.
12. Deci, E. L.,Ryan, R. M.(2000).The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior.Psychological Inquiry,11(4),227-268.
13. Eckhardt,B.B.(1990).Element of schema. Unpublished paper, University of New Mexico.
14. Garrels, V.,Arvidsson, P.(2019).Promoting self-determination for students with intellectual disability: A Vygotskian perspective.Learning, Culture and Social Interaction,22,100241.
15. Grayson, A.,Totzkay, D.S.,Walling, B.M.,Ingalls, J.,Viken, G.,Smith, S.W.,Silk, K.J.(2019).Formative research identifying message strategies for a campus bicycle safety campaign using self-determination theory and the social norms approach.Accident Analysis and Prevention,133,105295.
16. Große, C.S(2018).“Copying allowed – But be careful, errors included!” – Effects of copying correct and incorrect solutions on learning outcomes.Learning and Instruction,58,173-181.
17. Hair, J. F.,Black, W. C.,Babin, B. J.,Anderson, R. E.,Tatham, R. L.(2006).Multivariate data analysis.New Jersey:Prentice Hall.
18. Hoogerheide, V.,Loyens,S. M. M.,Van Gog,T.(2014).Comparing the effects of worked examples and modeling examples on learning.Computers in Human Behavior,41,80-91.
19. Jang, H.,Kim, E.J.,Reeve, J.(2016).Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model.Learning and Instruction,43,27-38.
20. Jeno, L.M.,Grytnes, J.A.,Vandvik, V.(2017).The effect of a mobile-application tool on biology students' motivation and achievement in species identification: A Self-Determination Theory perspective.Computers & Education,107,1-12.
21. Kaiser, H. F.(1974).An index of factorial simplicity.Psychometrika,39,31-36.
22. Kant, J.M.,Scheiter, K.,Oschatz, K.(2017).How to sequence video modeling examples and inquiry tasks to foster scientific reasoning.Learning and Instruction,52,46-58.
23. Kline, P.(1998).The new psychometrics: Science, psychology, and measurement.London, UK:Routledge.
24. Litalien, D.,Gillet, N.,Gagné, M.,Ratelle, C.F.,Morin, A.J.S.(2019).Self-determined motivation profiles among undergraduate students: A robust test of profile similarity as a function of gender and age.Learning and Individual Differences,70,39-52.
25. Paas, F.,van Gog, T.(2006).Optimising worked example instruction: Different ways to increase germane cognitive load.Learning and Instruction,16,87-91.
26. Paas, F.,Van Merrienboer, J. J. G.(1994).Variability of worked examples and transfer of geometrical problem solving skills: A cognitive-load approach.Journal of Educational Psychology,86,122-133.
27. Quilici, J. L.,Mayer, R. E.(1996).Role of examples in how students learn to categorize statistics word problems.Journal of Educational Psychology,88,144-161.
28. Reigeluth, C. M.(Ed.)(1983).Instructional design theories and models: An overview of their current status.Hillsdale, NJ:Lawrence Earlbaum Associates.
29. Ryan, R. M.,Deci, E. L.(2017).Self-Determination Theory. Basic psychological needs in motivation, development, and wellness.New York:The Guilford Press.
30. Sergis, S.,Sampson, D. G.,Pelliccione, L.(2018).Investigating the impact of Flipped Classroom on students' learning experiences: A Self-Determination Theory approach.Computers in Human Behavior,78,368-378.
31. Sweller, J.,Cooper, G. A.(1985).The use of worked examples as a substitute for problem solving in learning algebra.Cognition and Instruction,2,59-89.
32. Van Gog, T.,Kester, L.,Pass, F.(2011).Effects of worked examples, example-problem, and problem-example pairs on novices' learning.Contemporary Educational Psychology,36,212-218.
33. Van Gog, T.,Kester, L,Dirkx, K.,Hoogerheide, V.,Boerboom, J.,Verkoeijen, P.P.J.L.(2015).Testing After Worked Example Study Does Not Enhance Delayed Problem-Solving Performance Compared to Restudy.Educational Psychology Review,27(2),265-289.
34. Van Harsel, M,Hoogerheid, V.,Verkoeijen, P.,Van Gog, T.(2019).Effects of different sequences of examples and problems on motivation and learning.Contemporary Educational Psychology,58,260-275.
35. Van Ryzin, M. J.,Roseth, C. J.(2019).Cooperative learning effects on peer relations and alcohol use in middle School.Journal of Applied Developmental Psychology,64,101059.
36. Vandvik, V.,Eliassen, S.,Grytnes J.(2019).Testing the novelty effect of an m-learning tool on internalization and achievement: A Self-Determination Theory approach.Computers&Education,128,398-413.
37. Wang, C.K.J.,Liu, W.C.,Kee, Y.H.,Chian, L.K.(2019).Competence, autonomy, and relatedness in the classroom: understanding.Heliyon,5,e01983.
38. Williams, G.C.,Freedman, Z.R.,Deci, E.L.(1998).Supporting Autonomy to Motivate Patients with Diabetes for Glucose Control.Diabetes Care,21,1644-1651.
39. Woolfolk, A. E.(1998).Educational psychology.Boston:Allyn & Bacon.
40. 林怡弟(2016)。英語學習動機的預測與中介效果:從必須我到理想我。教育與心理研究，39(2)，61-85。
41. 粘美玟,程姿螢,吳俊育(2021)。以學習者為中心之應用統計翻轉課程設計與成效評估。教學實踐研究，0(0)，1-26。
42. 黃智淵(2016)。家長自主支持、基本心理需求、自主動機與國小學生學業情緒關係之探究。教育研究學報，50(1)，67-92。