高中生參與融入情境設計的機器人體驗活動之學習成效研究

A Study on the Learning Effectiveness of High School Students Participation in Contextually Designed Robotics Experience Activities

本研究採準實驗研究，以高中科學科技園遊會中的機器人推廣體驗活動為研究場域。研究者將活動場地佈置送餐機器人之情境，比較參與活動學生對知識保留及學習興趣之差異。在高中的資訊科技課程，因為有教授程式設計，與機器人推廣體驗活動關聯性高，因此本研究將學生之資訊科技課程學習成績作為調節變項，探討其中關係。本研究取得一般組165人、實驗組174人學生資料，共計339人進行研究分析。研究結果顯示：（1）兩組學生雖未在知識保留及學習興趣未具顯著差異，但多元迴歸分析顯示學習興趣對知識保留有小效果量之預測效力；（2）學生資訊科技學習成績高低分組在個人興趣、情境興趣、學習興趣有顯著差異；（3）情境興趣組學生知識保留與情境興趣及學習興趣間雖屬弱相關但仍具顯著，以多元迴歸分析情境興趣及學習興趣可以顯著預測知識保留，顯示情境設計對學生學習仍具有部分功能。（4）資訊科技課程學習成績於本研究未具調節效果。受限園遊會的活動設計，建議未來可針對不同活動設計策略來探討學生知識保留因素及對學習興趣之影響，藉此提升學生在學習活動的成效。

This study was a quasi-experimental study using a robotics promotion activity in a high school science and technology garden tour as the study site. The researcher set up the activity site with a food delivery robot to compare the differences in knowledge retention and interest of the participating students. The IT course in high school has a high correlation with the robotics promotion activities because of the programming taught, so the study used students' IT course performance as a moderating variable to investigate the relationship. In this study, data were obtained from 165 students in the general group and 174 students in the experimental group, for a total of 339 students. The results showed that: (1) although there was no significant difference in knowledge retention and learning interest between the two groups, multiple regression analysis showed that learning interest had a small predictive effect on knowledge retention.(2)there was a significant difference in personal interest, situational interest, and learning interest between students' high and low IT learning achievement groups.(3)Although the correlation between contextual interest, contextual interest, and learning interest was weak, it was still significant, and multiple regression analysis of contextual interest and learning interest significantly predicted knowledge retention, indicating that contextual design still has a partial function on student learning.(4) There is no moderating effect of IT course performance in this study. With the limitation of the activity design of the garden party, it is suggested that different activity design strategies can be used in the future to explore the factors of students' knowledge retention and the influence on learning interest in order to enhance the effectiveness of students' learning activities.