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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/94295

    Title: 認知負荷理論於非理工科系程式教學方法之實證研究
    Other Titles: Empirical study of programming teaching methods for non-traditional students based on Cognitive Load Theory
    Authors: 蔡怡芳;Tsai, Yi-Fang
    Contributors: 淡江大學資訊傳播學系碩士班
    施建州;Shih, Chien-Chou
    Keywords: 非理工科系;認知負荷;學習成效;學習動機;Cognitive load;learning achievement;Learning Motivation;non-traditional students
    Date: 2013
    Issue Date: 2014-01-23 14:16:35 (UTC+8)
    Abstract: 在這個資訊化的時代下,程式設計課程已經不只是以理工科系學生為主的學習課程。本研究旨在透過程式設計課程的安排,進行程式教學內容設計與實證。探討非理工科系學習者在程式設計的學習過程中,產生的認知負荷來源以及認知負荷程度,再藉由Scratch軟體輔助程式設計教學,搭配教材不同的呈現方式,來降低這類學習者在程式設計學習上的認知負荷程度,進而提升學習成效。
    In the informational generation, programming courses are not only for traditional students. This study test and verify programming teaching methods by arranging programming course. To find out what kinds of cognitive load happens on non-traditional students while learning programming, and discuss how much cognitive load they have.
    This study reduced non-traditional students’ cognitive load in programming courses and enhanced learning achievement of programming learning by using Scratch and different teaching materials.
    Results of this study showed:
    1.Using Scratch to assist programming teaching can not only reduce students’ cognitive load but also enhance learning achievements on programming learning.
    2.In terms of programming teaching materials, teacher shows program examples at the beginning of class can lower students’ cognitive load of programming learning.
    3.In the process of programming learning, rising learning motivation or reducing cognitive load, can enhance learning achievement.
    Appears in Collections:[資訊傳播學系暨研究所] 學位論文

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