英文摘要 |
This study was a quasi-experimental study using a robotics promotion activity in a high school science and technology garden tour as the study site. The researcher set up the activity site with a food delivery robot to compare the differences in knowledge retention and interest of the participating students. The IT course in high school has a high correlation with the robotics promotion activities because of the programming taught, so the study used students' IT course performance as a moderating variable to investigate the relationship. In this study, data were obtained from 165 students in the general group and 174 students in the experimental group, for a total of 339 students. The results showed that: (1) although there was no significant difference in knowledge retention and learning interest between the two groups, multiple regression analysis showed that learning interest had a small predictive effect on knowledge retention.(2)there was a significant difference in personal interest, situational interest, and learning interest between students' high and low IT learning achievement groups.(3)Although the correlation between contextual interest, contextual interest, and learning interest was weak, it was still significant, and multiple regression analysis of contextual interest and learning interest significantly predicted knowledge retention, indicating that contextual design still has a partial function on student learning.(4) There is no moderating effect of IT course performance in this study. With the limitation of the activity design of the garden party, it is suggested that different activity design strategies can be used in the future to explore the factors of students' knowledge retention and the influence on learning interest in order to enhance the effectiveness of students' learning activities. |