大班教學環境中即時反饋及適性化學習系統的應用對大學生學習成效和投入的影響

The Influence of Applying Interactive Response and Adaptive Learning Systems in Large Classes on College Students’ Learning Outcome and Engagement

本研究之目的在探討在大班教學的課程中，應用即時反饋和適性化學習系統融入教學，對於大學生專業科目學習成效和學習投入的影響。本研究以幼兒觀察課程為進行之場域，採準實驗研究法中的不等組前後測設計，三個班級參與者共130人。各班級課程內容相同，實驗組1課程中48位學生以手機使用即時反饋系統輔助教與學，實驗組 2的48位學生使用即時反饋系統加上適性化學習系統，對照組34位學生則為直接講授與討論，課程中教師搭配隨堂短測驗和討論等策略進行教學。研究結果發現，應用即時反饋系統融入教學的作法，相較於對照組，實驗組學生在期中和期末成績的表現皆顯著較佳，但是外加適性化教材系統則無明顯幫助；結果也顯示運用即時反饋系統，可提升學生的學習投入，即時反饋系統亦能協助學生較願意表達個人想法並且勇於主動提問，此研究結果對於改進在大學課堂中學生被動學習且怯於發問的現象，提供了改善的策略。

 

The purpose of this study is to investigate the application of an Interactive Response System (IRS) and an adaptive learning system in a professional course for college students and the effects of their learning outcome and course engagement. The study is conducted for the course “Child Observation"" in the Department of Child Care. A quasi-experimental design is adopted with 130 research subjects from three classes, and the course contents of these three classes are the same. One experimental class of 48 students uses IRS in the teaching of the course, another experimental class of 48 students uses IRS and an adaptive learning system, and the traditional lecture and discussion method is used in the control class of 34 students. Research results show that IRS might benefit students’ performance in mid-term and final examinations, but the adaptive learning system does not significantly influence students’ learning performance. The results also show problem solving strategies that are beneficial for improving students’ passive learning attitudes and decreasing their fear of asking questions.