臺灣博碩士論文加值系統

隨著現在學生隨手能取得的行動裝置以及數位媒體教材技術不斷進步，且數位媒體教材已漸漸應用於學校教學上，藉以增加更多元的教學方法來達到教學目的。並且現今學生自主學習上也越來越重視，學生除在課堂上進行學習外，也能用課餘時間以線上教學媒體作為學習工具之使用。本研究使用網路學習平台與數位媒體教材進行教學活動，以識圖與空間概念教學為例，探討數位媒體學習之成效。並利用行動裝置來輔助網路學習平台與數位媒體教材之學習，輔助台南市某高職的機械群製圖課程進行識圖與空間概念技能教學。以學生的行動裝置與數位媒體教材的學習環境進行研究，本研究以問卷與評量方式進行學生在識圖與空間概念技能的心流體驗與成效之評估。研究結果期能提供網路學習平台之數位教材與行動裝置之輔助學習導入識圖與空間概念技能教學之參考，滿足未來更多的輔助教學需求之參考。

With the popularization of students' use of mobile devices and the continuous advancement of digital media teaching materials, digital media teaching materials have been gradually applied in school teaching, so as to add more diverse teaching methods to achieve teaching purposes. In addition to learning in the classroom, students can also use online teaching media as a learning tool in their spare time. This study uses e-learning platforms and digital media teaching materials for teaching activities, taking the teaching of drawing reading and spatial concepts as examples, to explore the effectiveness of digital media learning. And use mobile devices to assist the e-learning platforms and digital media teaching materials, and assist the Engineering Drawing course of vocational senior high school in Tainan to teach drawing reading and spatial concept skills. Based on the learning environment of students' mobile devices and digital media teaching materials, this study uses questionnaires and assessments to evaluate students' learning motivation and effectiveness in drawing reading and spatial concept skills. The study results can provide a reference for the digital teaching materials of the online learning platform and the assisted learning of mobile devices to teach drawing reading and spatial concept skills, so as to meet the needs of more assisted teaching in the future.

第1章 緒論
第1.1節 研究背景
第1.2節 研究動機
第1.3節 研究目的
第2章 文獻探討
第2.1節 數位教學
第2.2節 自主學習
第2.3節 識圖與空間概念
第3章 研究方法
第3.1節 研究對象及實施範圍
第3.2節 數位媒體教材
第3.3節 教案與活動設計
第3.4節 教學實施過程
第3.5節 成效分析方法
第4章 研究實施
第4.1節 研究對象
第4.2節 研究構面
第4.3節 數位教材與平台
第4.4節 學習成效評量
第4.5節 心流體驗量表
第4.6節 研究限制
第5章 研究結果與分析
第5.1節 研究對象之描述性統計
第5.2節 學習成效描述性統計分析
第5.3節 學習成效測驗之共變數分析
第5.4節 心流體驗描述性統計分析
第5.5節 心流體驗量表各構面之信度分析
第5.6節 心流體驗量表各構面之迴歸分析
第6章 結論與建議
參 考 文 獻
一、中文部份
二、西文部份
附錄一 製圖課學生分組教學之心流體驗問卷
附錄二 製圖課學生識圖與空間概念前測題目

一、中文部份
1.教育部數位學習平台(2023), https://elearn.hrd.gov.tw/ 擷取日期2023年1月15日。
2.維基百科(2023), https://zh.wikipedia.org/wiki/ 擷取日期2023年1月15日。
二、西文部份
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4.Maatuk, A. M., Elberkawi, E. K., Aljawarneh, S., Rashaideh, H., & Alharbi, H. (2022). The COVID-19 pandemic and E-learning: challenges and opportunities from the perspective of students and instructors. Journal of Computing in Higher Education, 34(1), 21-38.
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7.Fiorella, L., & Zhang, Q. (2018). Drawing boundary conditions for learning by drawing. Educational Psychology Review, 30(3), 1115-1137.
8.Norboy o‘g‘li, A. N. (2020). The use and importance of the three-dimensional features of the auto cad program in drawing projects in public schools. European Journal of Research and Reflection in Educational Sciences, 8(3), 189-192.
9.Hautopp, H., & Buhl, M. (2021). Drawing as an Academic Dialogue Tool for Developing Digital Learning Designs in Higher Education. Electronic Journal of e-Learning, 19(5), 321-335.
10.Raffaeli, R., Cicconi, P., & Mandorli, F. (2019, June). A comparative assessment of learning outcomes in online vs traditional teaching of engineering drawing. In International Workshop on Higher Education Learning Methodologies and Technologies Online (149-162). Springer, Cham.