期刊目錄列表 - 64卷(2019) - 【教育科學研究期刊】64(3)九月刊

QR圖碼應用於汽車修護課程翻轉學習模式差異之研究 作者:國立臺灣師範大學工業教育學系暨車輛與能源工程學士學位學程張俊興、國立臺灣師範大學學習科學跨國頂尖研究中心暨國立東華大學教育與潛能開發學系蔡其瑞

卷期:64卷第3期
日期:2019年9月
頁碼:119-141
DOI:10.6209/JORIES.201909_64(3).0005

摘要:
本研究之研究目的為於汽車修護技能課程中融入QR圖碼進行翻轉學習,並探討製作翻轉課程學習內容的學習者及使用翻轉課程的學習者,兩組學習者學習成效的差異。在學習前後,將利用前、後測瞭解兩組學習者學習狀況的差異,並就前測成績將學習者分為高、低分組。而在實驗過程中,學習者自行應用智慧型裝置讀取QR圖碼,以獲得相關資訊自主學習,因此本研究將量測學習者的探究型及興趣型求知性好奇心。研究結果顯示,製作學習內容組的學習表現較使用學習內容組的學習表現來得好,且製作學習內容組的探究型求知性好奇心亦較高,但兩組在興趣型求知性好奇心並沒有顯著差異。研究結果支持教師應用QR圖碼於汽車修護翻轉學習課程中,能有助於學習者在汽車修護專業之學習。

關鍵詞:數位學習、求知性好奇心、學習表現、QR圖碼、汽車修護

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參考文獻:
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中文APA引文格式張俊興、蔡其瑞(2019)。QR圖碼應用於汽車修護課程
翻轉學習模式差異之研究。教育科學研究期刊,64(3),119-141。doi: 10.6209/JORIES.201909_64(3).0005
APA FormatChang, C.-H. & Tsai, C.-R. (2019). Comparing the Learning Progress of Creating and Using QR Codes in a Vehicle Maintenance Course. Journal of Research in Education Sciences, 64(3), 119-141. doi: 10.6209/JORIES.201909_64(3).0005

Journal directory listing - Volume 64(2019) - Journal of Research in Education Sciences【64(3)】September

Comparing the Learning Progress of Creating and Using QR Codes in a Vehicle Maintenance Course Author: Chun-Hsin Chang (Department of Industrial Education and Undergraduate Program of Vehicle and Energy Engineering, National Taiwan Normal University), Chi-Ruei Tsai (Institute for Research Excellence in Learning Sciences, National Taiwan Normal University Department of Education and Human Potentials Development, National Dong Hwa University)

Vol.&No.:Vol. 64, No.3
Date:September 2019
Pages:119-141
DOI:10.6209/JORIES.201909_64(3).0005

Abstract:
To understand how QR code technology can be integrated into an engineering course and affects learning outcomes in a vehicle maintenance course, this study divided students into two groups: one that created QR-code content (hereafter “creating-QR code”) and another that used QR-code content (hereafter “using-QR code”). This study then examined which approach was more beneficial for learning outcomes. The students were required to either search for or scan information and would thus exhibit two types of epistemic curiosity (EC), namely “deprivation-type EC” and “interest-type EC,” in relation to information seeking. Teachers administered pretests to identify participants’ abilities, and students were segmented into either a high- or low-level ability group. Results revealed that with respect to learning progress, the creating-QR code group outperformed the using-QR code group in learning about vehicle maintenance. In addition, comparison of the results of the two types of EC indicated that students in the creating-QR code group employed a higher degree of “deprivation-type EC” than those in the using-QR code group. However, there were no differences between the two groups with regard to “interest-type EC.” These results suggest that as one form of flipped learning, teachers can assign students the task of creating QR codes. This can enable knowledge consolidation and improve student learning outcomes in a vehicle maintenance course.

Keywords:e-learning, epistemic curiosity, learning outcomes, QR code, vehicle maintenance