淡江大學機構典藏:Item 987654321/87155
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    题名: 情境模擬回饋機制對後設認知策略影響之探討
    其它题名: Exploring the effects of feedback-embedded simulation design on metacognitive strategies use
    作者: 張佳倫;Chang, Chia-lun
    贡献者: 淡江大學教育科技學系碩士班
    吳純萍;Wu, Chun-Ping
    关键词: 後設認知策略;回饋;情境模擬;Metacognitive Strategies;Feedback Timing;situational simulation
    日期: 2012
    上传时间: 2013-04-13 10:47:47 (UTC+8)
    摘要: 後設認知是影響學習成效的重要關鍵，因此當一個人具備良好的後設認知策略運用能力時，可有效地計劃、監控、評估自身的學習歷程，而根據過去研究發現，情境模擬教學以及其中所提供的回饋訊息，有助於此能力的提升，且在情境模擬教學中，當學習者在不同時機點接收回饋會對其學習產生影響，更進一步影響其後設認知策略的運用，基於此，本研究採準實驗研究法探討嵌入回饋機制的情境模擬系統能否有效提升學生後設認知策略的運用能力，同時深入探討學生在立即或是延遲接收到回饋時，其後設認知策略運用的能力成長幅度之差異。

    本研究共計82位實驗參與者，在為期兩個月的實驗後評估其後設認知策略的成長情形。研究結果如下：
    一、嵌入回饋機制的情境模擬系統，可顯著提升後設認知策略的運用。
    二、不同回饋時機對後設認知策略的運用，會產生不同程度的正向影響。
    Learners with higher metacognition are able to execute metacognitive strategies to plan, monitor and evaluate their learning process. Such an ability can be developed and enhanced by being engaged in systematic educational activities. Grounded on research findings in the area of simulation and situational learning, the feedback learners received as well as the timing of interacting with the feedback might influence learners’ engagement, which further influences their development of metacognitive strategies. Therefore, this study aims to investigate the timing of offering learners feedback with clear explanation on their misconception during the learning process and its effects on learners’ metacognitive strategy use.
    A quasi-experimental design with pre-and-post was conducted for two months to test the effect of a simulation system embedding different timing of feedback. 82 subjects majoring in design were recruited and assigned to the research groups (the delayed-feedback group v. s . the instant-feedback group).
    Two major findings were discussed with the implications. First, the feedback-embedded simulation system significantly enhanced learner’s use of metacognitive strategy. Second, the positive impacts were significantly varied with different feedback timing. Subjects receiving instant feedback reported significantly higher use of metacognitive strategies. However, as time goes by, subjects in this group reported similar level of using metacognitive strategies to those receiving delayed feedback.
    显示于类别:[教育科技學系暨研究所] 學位論文

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