|標題:||眼動追蹤回饋鷹架對高中生 自我效能、測驗焦慮與學習成效 之影響：以C程式語言課程為例|
The Effect of Eye-Tracking Scaffolding on High School Students’ Self-Efficacy, Test Anxiety, and Learning Performance: The Case of a C Programming Language Course
|關鍵字:||眼動追蹤;程式設計;鷹架學習;自我效能;測驗焦慮;學習成效;Eye-Tracking;Programming Design;Scaffolding;Self-Efficacy;Test-Anxiety;Academic Performance|
The purpose of this study was to investigate the effect of eye-tracking scaffolding on high school students’ self-efficacy, test anxiety, and learning performance for C programming language course. This study employed the quasi-experimental design and collected both the qualitative and quantitative data. The instruments included an eye tracker, the online testing platform, the self-efficacy scale, the test-anxiety scale, the academic performance test, and the open-ended questionnaire. The participants were divided into a control group, an experimental group 1 (peer scaffolding), an experimental group 2 (eye-tracking scaffolding), and an experimental group 3 (mixed scaffolding). The number of participants in each group were 19, 19, 19, and 20 respectively. Two kinds of scaffolding (eye-tracking scaffolding and peer scaffolding) were provided on the online testing platform. The results showed that the students in the eye-tracking scaffolding group had significantly higher self-efficacy than those in the other three groups. In addition, the students in the peer scaffolding group had significantly higher self-efficacy than those in the mixed scaffolding group and the control group. However, no differences in test-anxiety and academic performance were found among the four groups. No differences in self-efficacy, test-anxiety and academic performance were found between the mixed scaffolding group and the other three group. This study showed that both eye-tracking scaffolding and peer scaffolding can increase student’s self-efficacy. Therefore, it is suggested that teachers use these two scaffoldings to support teaching. In addition, using multi-scaffolding at the same time might lead to a multi-tasking learning environment that could diminish the benefit of scaffolding. Thus, researcher suggest that teacher should avoid offering more than one scaffolding at the same time while teaching.
|Appears in Collections:||Thesis|