團體自律模式融入專題導向機器人電動車學習

Integrating Group Self-Regulated Learning into a Project-Based University Robotics Course

本研究聚焦專題導向學習（project-based learning, PBL）結合自律學習（self-regulated learning, SRL）在大學機器人課程中的應用與成效。儘管PBL常用於機器人教育，但現行課程缺乏小組SRL的能力養成，也有學習成效低落等關鍵問題。因此，本研究的目的為：（1）探討發展小組SRL模式的可能性；（2）探討該模式對學生學習成效與自律行為的影響；（3）比較導入小組SRL之PBL與一般PBL在學生表現上的差異。本研究對象為修習北部某科技大學機械系大三學生，共計有168位，分為43組，隨機分為實驗組與對照組。研究採混合方法設計，結果顯示：（1）小組SRL影響「提案成績」（t = 4.479，p < .001）與「工作日誌」（t = 2.170，p = .036 < .05）評量，實驗組的兩項成績均顯著高於對照組，然而，此成績並未影響最終競賽成績；（2）不同週次的工作日誌中，學生在完成預期目標（F = 3.2，p < .001）及組員態度（F= 2.2，p = .011 < .05），均有顯著差異；（3）質化分析發現，學生的學習動機及高層次思考影響其自律行為。整體而言，短期課程介入難以立即改變學生的自律學習行為與成效，但高動機與既有成功經驗可促進團隊展現自律學習氛圍。本研究顯示，SRL與PBL併用的課程模式中，可有效強化小組自我調節與習慣養成，然而，超過一學期的長期介入可能是必要的。此結果對未來課程設計與教學實施提供重要參考。

The present study investigated the application of project-based learning (PBL) and self-regulated learning (SRL) in a university robotics course. Although PBL is commonly used in robotics education, current curricula often do not provide training in group SRL skills and lead to poor learning outcomes. The present study: (1) developed a group SRL learning model; (2) evaluated the influence of this model on student learning and self-regulated behaviors; and (3) compared the differences in learning outcomes between students in group-SRL-integrated PBL courses and students in general PBL courses. The participants were 168 junior students majoring in Mechanical Engineering at a university of science and technology in northern Taiwan, and were divided into teams of 43 and randomly assigned to either an experimental or a control group. This study employed a mixed-methods design and obtained the following findings: (1) Group SRL positively influenced the students’ proposal score (t = 4.479, p < .001) and work journal evaluations (t = 2.170, p < .05), and the experimental group scored significantly higher than the control group did on these assessments. (2) As indicated in weeks of work logs, the students in the two groups exhibited significant differences in the reaching of expected objectives (F = 3.2, p < .001) and in team member attitudes (F = 2.2, p < .05). (3) The qualitative results revealed that the students’ learning motivation and higher-order thinking influenced their self regulation behaviors. Short-term courses are unlikely to immediately alter students’ self-regulated learning behaviors and outcomes. Nevertheless, high motivation and successful experiences can foster a self-regulated learning atmosphere within teams. This study demonstrates that combining SRL with PBL strengthens group self-regulation and habit formation. However, longer interventions may be required to achieve sustained results. These findings can serve as a reference for future course design and implementation.