基於認知師徒制的情境遊戲對學生學習排序運算思維的成效分析

The Effectiveness of the Students Using a Situational Game Based on Cognitive Apprenticeship for Learning Sorting Computational Thinking

近年來，運算思維能力的培養已受到許多教育學家的重視，教師們紛紛在教學上導入數位教材或數位遊戲，但是往往卻因為缺乏引導機制或教學輔助策略，導致學生的學習成效不如預期。因此，本研究欲提出基於認知師徒制的情境遊戲，探討學生的學習動機及認知負荷表現，進而幫助學生訓練其運算思維能力，改善學生排序演算法的學習成效。透過基於認知師徒制的遊戲系統輔助學生學習氣泡、選擇與插入這三種不同排序運算的思考及邏輯能力，進而提高學生的運算思維能力。由研究結果得知，學生在使用師徒引導遊戲式學習模式後，不只提升了運算思維能力成效，同時也具有高度的學習動機和偏低的認知負荷。未來，亦可導入不同的教學策略及方式於運算思維的習得，與現有成果做比較。

In recent years, the cultivation of computational thinking ability has abstracted attention of many scholars. Teachers have employed several digital material or digital games into their classes; however, without the appropriate guidance mechanism or learning strategy, the learning performance of the students could not be significantly improved. Therefore, this study proposed a situational game-based learning system introducing the cognitive apprenticeship approach into fostering the students’ computational thinking capability of learning sorting algorithms. This study explored the effectiveness and improvements of the students doing self-learning about bubble sort, selection sort, and insertion sort by using the system. The results showed that the learning effectiveness of the computational thinking was significantly improved. In addition, the students possessed high learning motivation and lowtrend cognitive loads. In the future, it is suggested that other learning strategies or approaches should be introduced into computational thinking learning, which effectiveness could be compared with the present results.