數位教材回饋及信號設計對奈米科技學習自我效能與自我調節之影響

The Effect of Feedback and Signaling Design on Students’ Self-Efficacy and elf-Regulation for Learning Nanotechnology with E-Learning Materials

本研究目的為探討融合信號設計與精緻回饋的數位教學方式，對於國中生學習奈米科技之自我效能與自我調節能力是否產生顯著影響。本研究對象為95位國二生，研究工具為奈米科技學習自我效能和自我調節量表。信號設計是在數位課程中，標示出重要的文字與圖片，直接引導學生注意重要內容，並建立各關鍵點的連結性。精緻回饋是在數位課程中，學生答題後由系統所給予的詳盡反饋，使學生能了解正確答案與緣由。本實驗流程為先實施自我效能與自我調節的前測，再隨機將學生分為控制組、信號組、精緻回饋組、信號精緻回饋組，進行不同的數位學習課程，最後再進行自我效能與自我調節的後測。研究結果發現，課前自我效能、自我調節之尋求協助與自我評鑑能力高的學生，適合採用信號結合精緻回饋之課程設計，而此三項能力低的學生則適合採用單純的信號設計進行學習。依據研究結果，本研究建議教學者可針對學生的自我效能與自我調節能力差異，輔以適當對應的信號設計、精緻回饋與信號回饋三種形式之數位課程。

This study aims to explore whether e-learning instruction approaches that integrate signaling design and elaborate feedback have significant effects on the self-efficacy and self-regulation of junior high school students in learning nanotechnology. A total of 95 second-year junior high school students participated in this study, and the instruments were a nanotechnology learning self-efficacy scale and a self-regulation scale. The purpose of the signaling design is to highlight important text and figures in the e-learning materials, guiding students to focus on important information and strengthening the associations among the key points. The elaborate feedback is to have the system provide elaborate feedback, informing students of the reasons for the correct answers. The experimental process is as follows. First, the pre-test of self-efficacy and self-regulation was conducted, after which the students were randomly divided into four groups, namely the control group, signaling group, elaborated feedback group, and signaling feedback group. Then, different e-learning courses were delivered. Finally, the post-test of self-efficacy and self-regulation was performed. The results of this study revealed that a curriculum design combining signals with elaborated feedback is suitable for students with high levels of self-efficacy, help-seeking of self-regulation, and self-evaluation before the courses, while a signaling design is suitable for students who were low in these three factors. According to the above results, it is suggested that instructors can supplement e-learning materials in three forms, namely signaling design, elaborated feedback, and signaling feedback, corresponding to the differences in self-efficacy and self-regulation among students.