臺灣博碩士論文加值系統

　　在這個科技日異月新的時代裡，培養學生的程式開發與設計能力來適應產業變化是一項十分重要的任務。本研究自行開發與設計「Let’s Debug除錯學習平台」，旨在探討學習者參與除錯學習後的學習成效、批判性思考能力、認知負荷、學習動機是否因為先備知識的不同而產生差異；本研究以曾修習過一門以上程式設計課程的157位大學生作為研究對象，排除無效資料後，共計有效實驗參與人數為130位學生。在完成為期8週的除錯學習活動之後，參與研究的學習者將進行學習成效後測、學習活動問卷與平台滿意度問卷調查，研究結果如下：

1.　除錯學習有助於提升學習者的學習成效。
2.　不同先備知識學習者的學習成效存在顯著差異。
3.　不同先備知識學習者的學習成效進步幅度未存在顯著差異。
4.　不同先備知識學習者的批判性思考能力未存在顯著差異。
5.　在同儕評量的環境下，不同先備知識學習者的內在認知負荷存在顯著差異。
6.　在同儕評量的環境下，不同先備知識學習者的外在認知負荷未存在顯著差異。
7.　不同先備知識學習者的學習動機未存在顯著差異。
8.　學習者認為Let’s Debug除錯學習平台是有用且易用的。
9.　不同先備知識學習者的認知有用性和認知易用性未存在顯著差異。

　　經過了10周的除錯學習研究後可以發現，除錯學習有助於提升學習者的除錯能力，也驗證了程式能力測驗可以準確地預測學習者的學習成效。而除錯學習平台匿名評量設計也有助於提升學習者回饋的意願，透過註解的方式進行除錯，亦能有效地避免學習者透過試錯的方式來定位錯誤。

　　除錯學習相關的研究已行之多年，也有許許多多的除錯學習工具被開發與使用，未來研究也許可以針對不同除錯學習平台優缺點進行比較，並探討哪些設計是有助於學習者學習除錯技能，而哪些要素又是需要注意避免的。

　　最後希望本研究開發的「Let’s Debug除錯學習平台」能對更多學習者帶來幫助，也為未來相關研究提供助益。

　　This study developed and designed the “Let’s Debug” debugging learning platform to investigate whether the learners’ learning effect, critical thinking, cognitive load, and motivation were affected by their prior knowledge after participating in debugging learning. After completing the 8-week debugging learning study, the participating learners will administer post-tests and questionnaires, and the study results will be as follows.

1.　Debugging Learning help learners to improve their learning effect.
2.　There were significant differences in the learning effect of learners with different prior knowledge.
3.　There were no significant differences in the improvement of learning effect among learners with different prior knowledge.
4.　There were no significant differences in learners’ critical thinking with different prior knowledge.
5.　There were significant differences in learners’ intrinsic cognitive load with different prior knowledge in a peer-assessment setting.
6.　There were no significant differences in learners’ extrinsic cognitive load with different prior knowledge in a peer-assessed setting.
7.　There were no significant differences in the motivation of learners with different prior knowledge.
8.　Learners have found the “Let’s Debug” debugging learning platform helpful and easy to use.
9.　There were no significant differences in the perceived usefulness and ease of use of learners with different prior knowledge.

　　After a 10-week debugging learning study, the study found that it helped improve learners’ debugging skills and confirmed that the Programming Aptitude Test effectively predicted learners’ learning effect. The anonymous assessment design of the debugging learning platform also helps to increase learners’ willingness to give feedback. Debugging through annotation prevents learners from locating errors through trial and error.

　　Future research may compare the strengths and weaknesses of different debugging learning platforms and explore which designs help learners learn debugging skills and which elements will hinder learners.

　　Finally, we hope that the “Let’s Debug” debugging learning platform developed in this study will help more learners and contribute to future related research.

摘要......i
Abstract......iii
誌謝......v
目錄......vi
表目錄......x
圖目錄......xii
第一章 緒論......1
　1.1 研究背景......1
　　1.1.1 我國程式教育推動現況......1
　　1.1.2 傳統教學方式帶來的問題......2
　　1.1.3 學習者遭遇的困境與挫折......3
　　1.1.4 目前有哪些程式學習理論與教學方式？......4
　1.2 研究動機......6
　1.3 研究目的......8
　1.4 研究問題......8
　1.5 名詞釋義......8
第二章 文獻探討......11
　2.1 程式除錯學習......11
　　2.1.1 程式除錯......11
　　2.1.2 除錯學習......12
　　2.1.3 除錯學習工具......13
　　2.1.4 小結......17
　2.2 先備知識與學習成效......17
　　2.2.1 先備知識對程式設計的學習成效影響......18
　　2.2.2 先備知識與學習成效的進步幅度......19
　　2.2.3 測量先備知識的方法......19
　　2.2.4 小結......21
　2.3 同儕評量......21
　　2.3.1 同儕評量與批判性思考能力......22
　　2.3.2 先備知識與批判性思考能力......23
　　2.3.3 匿名對同儕評量的影響......24
　　2.3.4 小結......25
　2.4 認知負荷......26
　　2.4.1 認知負荷的種類......26
　　2.4.2 測量認知負荷......29
　　2.4.3 先備知識與認知負荷......29
　　2.4.4 小結......30
　2.5 學習動機......31
　　2.5.1 先備知識與學習動機......31
　　2.5.2 小結......32
　2.6 科技接受模型......32
　　2.6.1 模型介紹......32
　　2.6.2 相關研究......34
　　2.6.3 小結......37
　2.7 研究假設......37
第三章 除錯學習平台......39
　3.1 平台主架構......39
　　3.1.1 平台架構圖......39
　　3.1.2 使用者端......40
　　3.1.3 網頁伺服器......44
　　3.1.4 雲端資料庫......44
　3.2 平台使用流程......48
　3.3 程式註解模組......49
　3.4 同儕評量模組......51
　3.5 練習紀錄模組......54
　3.6 除錯學習試題......56
第四章 研究方法......57
　4.1 研究對象......57
　4.2 研究環境......57
　4.3 研究架構......58
　4.4 研究流程......59
　　4.4.1 平台建置......60
　　4.4.2 第一週：除錯學習前測......60
　　4.4.3 能力分群......61
　　4.4.4 第二至九週：除錯學習活動......62
　　4.4.5 第十週：學習成效後測......64
　4.5 研究工具......65
　　4.5.1 除錯學習平台......65
　　4.5.2 除錯學習前測試卷......65
　　4.5.3 除錯學習後測試卷......66
　　4.5.4 學習活動問卷......66
　　4.5.5 平台滿意度問卷......68
　4.6 資料處理及分析......70
第五章 結果與討論......71
　5.1 除錯學習對於學習成效之分析......71
　5.2 不同先備知識間的學習成效......72
　5.3 不同先備知識間的進步幅度......75
　5.4 不同先備知識間的批判性思考能力......77
　5.5 不同先備知識間的內在認知負荷......80
　5.6 不同先備知識間的外在認知負荷......82
　5.7 不同先備知識間的學習動機......84
　5.8 除錯學習平台的有用性與易用性......86
　5.9 不同先備知識間的認知有用性......87
　5.10 不同先備知識間的認知易用性......89
　5.11 研究結果總覽......91
　5.12 除錯學習活動之心得與建議......92
　5.13 除錯學習平台之優缺點......93
　5.14 研究限制......95
第六章 結論與建議......96
　6.1 研究結論......96
　6.2 針對除錯學習活動的建議......97
　6.3 針對除錯學習平台的建議......98
　6.4 給予未來研究的建議......99
參考文獻......100
　1.1 中文部分......100
　1.2 英文部分......103
附錄一 除錯學習前測試卷題目......111
附錄二 除錯學習後測試卷題目......115
Extended Abstract......119
　1. Introduction......120
　2. Materials......120
　　2.1 Learning Effect......120
　　2.2 Critical Thinking......120
　　2.3 Cognitive Load......120
　　2.4 Learning Motivation......121
　　2.5 Technology Acceptance Model......121
　3. Methods......121
　4. Results......122
　5. Conclusion & Suggestions......123
　Reference......123

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