本研究旨在了解不同學習風格、高低分組之問題解決態度及高低分組之先備知識大學生，對於問題解決策略和問題解決歷程差異為何。學習風格是個體在長期學習的過程中，所形成的一種學習偏好，而學習風格受到個體性格、環境、教育所影響，形成具有獨特性的學習方式。問題解決歷程為個體在面對問題時，產生方法來解決問題的過程，即為問題解決歷程。 研究使用Kolb「學習風格量表」，選擇量表中的主動實驗求證與觀察兩個面向做為研究分類，以及Heppner & Petersen編製的「問題解決態度問卷」，測試的遊戲軟體為Safe Cracker，並以Morae軟體紀錄遊戲過程，最後以訪談方式了解問題解決過程和使用的問題解決策略。本研究以淡江大學教育科技學系大學部學生為研究對象，共37人，經由實施測試，研究結果發現如下： 1.學習風格對於問題解決策略未達顯著。2.問題解決態度對於問題解決策略未達顯著。3.先備知識對於問題解決策略未達顯著。4.學習風格對於問題解決歷程未達顯著。5.問題解決態度對於問題解決歷程未達顯著。6.先備知識對於問題解決歷程未達顯著 This study aims to understand the problem-solving process and problem-solving strategy among high and low level learning style students with prior knowledge. Learning style is a preference that one establishes over a period. It is influenced by an individual’s personality, environment, and education. The process that a problem is being resolved is the problem-solving process. The study uses the Kolb Learning Style Matrix, and the aspects of active experimental validation and observation were used for categorization. Heppner & Petersen’s Problem-Solving Attitude Questionnaire was also used. The game used for testing is Safe Cracker. The software, Morae, was used to record the gaming process. Thirty-seven undergraduate students in the Tamkang University’s Department of Education formed the participants. They were interviewed to understand participants’ problem-solving process and problem-solving strategy. The study found that learning style, problem-solving attitude, and prior knowledge had insignificant relationship with both problem-solving strategy as well as problem-solving process.
