流程圖輔助策略與問題反思類型對國小四年級學生以擴增實境輔助Scratch程式設計學習成效、動機、態度及自我調節之影響

Abstract

運算思維是21世紀重要技能之一，其中程式設計是培養運算思維能力最有效的方式，但小學初學者往往因程式設計抽象複雜的特性，或缺乏系統性問題解決的策略，導致學習時產生困難，無法有效解決問題。本研究旨在探討流程圖輔助策略(AR流程圖組合、AR流程圖框架)及問題反思類型(關鍵積木反思、修改需求反思)對國小四年級學習者以擴增實境輔助Scratch程式設計學習成效、動機、態度及自我調節之影響。研究對象為國小四年級學習者，研究樣本為北部某國小四年級學生共103人。本研究採因子設計之準實驗研究法，自變項為流程圖輔助策略與問題反思類型，流程圖輔助策略根據學習者透過擴增實境繪製流程圖的方式，分為「AR流程圖組合」與「AR流程圖框架」；問題反思類型則依據提供給學習者反思的問題，分為「關鍵積木反思」與「修改需求反思」。依變項包含程式設計學習之成效(知識理解、知識應用)、學習動機(價值成分、期望成分、科技接受度)、學習態度(學習自信心、學習喜好、學習焦慮、學習過程、學習方法、有用性)及自我調節(自主調節、控制調節)。研究發現：就學習成效而言，(1)在「流程圖輔助策略」方面，接受「AR流程圖框架」時，「修改需求反思」組學習者在知識應用表現上高於「關鍵積木反思」組學習者；(2)在「問題反思類型」方面，接受「修改需求反思」時，「AR流程圖框架」組學習者在知識應用表現上高於「AR流程圖組合」組學習者。接著，就學習動機而言，(3)「關鍵積木反思」組學習者在科技有用性表現上高於「修改需求反思」組學習者。最後，就自我調節而言，(4)「關鍵積木反思」組學習者在自主調節與控制調節表現上皆高於「修改需求反思」組學習者。綜上所述，AR流程圖框架搭配修改需求反思可提升知識應用，而關鍵積木反思則有助於提高學習者對科技的認同感與自我調節能力。Computational thinking is one of the essential skills in the 21st century, and programming is considered the most effective way to cultivate computational thinking abilities. However, elementary beginners often encounter difficulties due to the abstract and complex nature of programming or the lack of systematic problem-solving strategies, which hinders their ability to solve problems effectively. This study aimed to investigate the effects of flowchart-assisted strategies (flowchart combination and flowchart framework) and types of reflective thinking (key block reflection and modification requirement reflection) on fourth-grade elementary students’ learning outcomes, motivation, attitudes, and self-regulation in AR-based Scratch programming. The participants were 103 fourth-grade students from an elementary school in northern Taiwan. A quasi-experimental factorial design was employed, with the independent variables being flowchart-assisted strategies and types of reflective thinking. Flowchart-assisted strategies were classified according to how students drew flowcharts using augmented reality, into"flowchart combination" and "flowchart framework." Types of reflective thinking were categorized based on the reflection prompts provided, into "key block reflection" and "modification requirement reflection." Dependent variables included programming learning outcomes (knowledge comprehension and knowledge application), learning motivation (value component, expectancy component, technology acceptance), learning attitudes (learning confidence, learning preference, learning anxiety, learning process, learning methods, usefulness), and self-regulation (autonomous regulation and control regulation).The results indicated that: regarding learning outcomes, (1) for flowchart-assisted strategies, within the"flowchart framework" group, students receiving "modification requirement reflection" performed better in knowledge application than those receiving "key block reflection"; (2) for types of reflective thinking, within the "modification requirement reflection" group, students in the "flowchart framework" group outperformed those in the "flowchart combination" group in knowledge application. Regarding learning motivation, (3) students in the "key block reflection" group reported higher perceptionsof technology usefulness than those in the"modification requirement reflection" group. Finally, regarding self-regulation, (4) students in the "key block reflection" group demonstrated higher performance in both autonomous and control regulation compared to the "modification requirement reflection" group. In summary, the flowchart framework combined with modification requirement reflection can enhance knowledge application, while key block reflection helps improve learners’ technology acceptance and self-regulation abilities.