Developing Multimedia Instructional Material for Robotics Education

 開發用於機器人教育的多媒體教學媒材

摘要

This study aimed to develop multimedia instructional material for robotics education and apply it in a course to evaluate usability and effectiveness. The material includes four main sections: an adventure story, assembly instructions, programming guidance, and a demonstration video. The study applied the ARCS model and ADDIE model to enhance learner motivation and instructional design. A triangulation method was used for evaluation, involving classroom observations, blog feedback, and quantitative satisfaction surveys. Results showed high student satisfaction, indicating the effectiveness of the material in improving learning experiences and motivation.

作者關鍵字

LEGO, MINDSTORMS NXT, Robot, Robotics education, Programming, Assembly

項目	內容摘要 (英文)	翻譯 (繁體中文)
研究重點	To develop and evaluate multimedia instructional materials for robotics education, focusing on usability, student engagement, and learning effectiveness.	開發並評估用於機器人教育的多媒體教學材料，聚焦於其可用性、學生參與度和學習效果。
研究方法	- Participants: 6 students from a teacher education program in Taiwan.- Tools: Multimedia instructional materials developed using Flash 8.- Data collection: Triangulation including classroom observation, feedback from blogs, and satisfaction surveys.	- 參與者：來自台灣師資教育課程的6名學生。- 工具：使用Flash 8開發的多媒體教學材料。- 數據收集：通過三角驗證方法，包括課堂觀察、博客反饋和滿意度問卷進行。
主要結果	1. Students showed high satisfaction with the materials (mean scores >2.5 on a 4-point Likert scale).2. The materials improved motivation, content understanding, and interface usability.3. Students reported increased confidence in assembling and programming robots.	1. 學生對材料表示高度滿意（4分Likert量表上的平均分數>2.5）。2. 材料提高了學習動機、內容理解和介面使用性。3. 學生表示對組裝和編程機器人的信心有所提升。
實務建議	1. Integrate storytelling elements to enhance student interest.2. Provide clear step-by-step instructions for beginners.3. Include hands-on activities for practical learning.	1. 整合故事元素以提升學生興趣。2. 為初學者提供清晰的逐步指導。3. 包含實作活動以促進實踐學習。
未來研究方向	1. Test the materials with larger and more diverse student samples.2. Investigate long-term learning effects on robotics concepts.3. Explore applications of the materials in different educational contexts, including rural schools.	1. 在更大且更多樣化的學生樣本中測試這些材料。2. 探討機器人概念的長期學習效果。3. 探索材料在不同教育情境（包括偏鄉學校）中的應用。

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Liu, E. Z.-F., Kou, C.-H., Lin, C.-H., Cheng, S.-S., & Chen, W.-T. (2008). Developing multimedia instructional material for robotics education. WSEAS Transactions on Communications, 7(11), 1102–1111.

Developing and Validating a High School Version of the Robotics Motivated Strategies for Learning Questionnaire

 開發並驗證中學版本的機器人學習動機策略問卷

摘要

This study developed and validated the Robotics Motivated Strategies for Learning Questionnaire for High School students (RMSLQ-HS), specifically designed to assess the learning motivation and strategies of students engaged in robotics learning activities. Using the Motivated Strategies for Learning Questionnaire (MSLQ) framework, the RMSLQ-HS comprised two subscales: motivation and learning strategies. Data were collected from 236 participants in the 2011 World Robot Olympiad (WRO). Exploratory factor analysis revealed four motivational factors (extrinsic interest, personal and situational interest, self-efficacy, and learning anxiety) and five strategic factors (rehearsal, critical thinking, self-regulation, peer learning, and information seeking). The results demonstrated significant correlations between most motivational and strategic components, highlighting the importance of personal interest and self-regulated learning in robotics education. The study suggests that tailored educational strategies and attention to learning anxiety can enhance students’ engagement and success in robotics courses.

作者關鍵字

Educational Technologies, Exploratory Factor Analysis, Robotics Motivated Strategies Learning Questionnaire (RMSLQ), Scale Validation, World Robot Olympiad

以下是針對文章的摘要重點、研究方法與結果，以及未來研究方向建議的表格：

項目	內容摘要 (英文)	翻譯 (繁體中文)
研究背景與目的	This study aimed to develop and validate the high school version of the Robotics Motivated Strategies for Learning Questionnaire (RMSLQ-HS), assessing students' motivation and strategies in robotics learning.	本研究旨在開發並驗證中學版「機器人學習動機與策略問卷」（RMSLQ-HS），用以評估學生在機器人學習中的動機與策略。
研究方法	The questionnaire was based on the MSLQ framework, consisting of motivation and strategy subscales. Data from 236 participants of the World Robot Olympiad (WRO) 2011 were analyzed using exploratory factor analysis and reliability tests.	問卷以MSLQ框架為基礎，包括動機與策略兩個分量表。研究使用2011年世界機器人大賽（WRO）236名參賽者的數據，進行探索性因子分析和信度測試。
主要結果	1. Four motivational factors: extrinsic interest, personal and situational interest, self-efficacy, and learning anxiety.2. Five strategy factors: rehearsal, critical thinking, self-regulation, peer learning, and information seeking.3. Significant correlations were found between motivation and strategies, except for learning anxiety.	1. 四個動機因素：外在興趣、個人與情境興趣、自我效能及學習焦慮。2. 五個策略因素：複誦、批判性思考、自我調節、同儕學習及資訊搜尋。3. 除學習焦慮外，動機與策略間存在顯著相關性。
討論與建議	Robotics learning enhances students' self-regulated learning and cognitive strategies. Educators should address students’ learning anxiety and promote collaboration. A tailored instructional design is crucial for robotics courses.	機器人學習增強學生的自我調節學習與認知策略。教育者應關注學生的學習焦慮並促進合作。針對機器人課程設計量身打造的教學設計至關重要。
未來研究方向	1. Explore cultural influences on motivation and strategies in robotics learning.2. Investigate the role of gender and socio-economic status in robotics learning outcomes.3. Extend the RMSLQ-HS application to other educational contexts.	1. 探索文化對機器人學習中動機與策略的影響。2. 研究性別和社會經濟地位在機器人學習成果中的角色。3. 將RMSLQ-HS應用拓展至其他教育情境。

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Huang, Y. T., Liu, E. Z.-F., Lin, C. H., & Liou, P.-Y. (2017). Developing and validating a high school version of the robotics motivated strategies for learning questionnaire. International Journal of Online Pedagogy and Course Design, 7(2), 155–164.

The influences of social self-efficacy on social trust and social capital – A case study of Facebook

 社交自我效能對社交信任與社交資本的影響——以Facebook為例

摘要

Facebook is currently the most popular social networking service in the world. With such tremendous influence on community networks, Facebook has been attracting considerable attention both from the media and academia. A review of the literature indicates that most researchers are concerned primarily with the influence of personal traits on online interactive behavior. This study began from the premise that self-efficacy, the confidence of individuals to function in an online community, is a key element influencing participation in online social networks. This study attempted to establish a model of the social traits of Facebook users, and our results indicate that social self-efficacy has a positive influence on social trust; social trust has a positive influence on social capital, and social trust mediates the relationship between social self-efficacy and social capital.

作者關鍵字

Facebook, Social self-efficacy, Social trust, Social capital, Web 2.0

項目	內容摘要 (英文)	翻譯 (繁體中文)
研究重點	This study examines how social self-efficacy influences social trust and social capital among Facebook users and explores the mediating role of social trust in the relationship between self-efficacy and social capital.	本研究探討社交自我效能如何影響Facebook用戶的社交信任與社交資本，並探討社交信任在自我效能與社交資本關係中的中介作用。
研究方法	- Participants: 415 Facebook users surveyed online.- Tools: Questionnaires measuring social self-efficacy, social trust, bonding social capital, and bridging social capital.- Data analysis: Structural equation modeling and confirmatory factor analysis.	- 參與者：415位Facebook用戶的線上調查。- 工具：測量社交自我效能、社交信任、緊密社交資本和橋接社交資本的問卷。- 資料分析：結構方程模型與驗證性因素分析。
主要結果	1. Social self-efficacy positively influences social trust (p < 0.05).2. Social trust positively influences both bonding and bridging social capital (p < 0.001).3. Social trust mediates the relationship between social self-efficacy and social capital.	1. 社交自我效能對社交信任有正向影響（p < 0.05）。2. 社交信任對緊密社交資本和橋接社交資本均有正向影響（p < 0.001）。3. 社交信任在社交自我效能與社交資本之間起中介作用。
實務建議	1. Develop training programs to enhance social self-efficacy in online environments.2. Promote trust-building mechanisms in social networks.3. Encourage diverse online interactions to strengthen both bonding and bridging social capital.	1. 開發提升線上環境中社交自我效能的培訓計畫。2. 在社交網絡中推廣建立信任的機制。3. 鼓勵多元化的線上互動，以強化緊密與橋接社交資本。
未來研究方向	1. Investigate the role of cultural differences in social self-efficacy and trust.2. Study long-term effects of enhanced social capital on personal and professional networks.3. Explore other mediators between self-efficacy and social capital.	1. 探討文化差異在社交自我效能與信任中的作用。2. 研究提升社交資本對個人和職業網絡的長期影響。3. 探索自我效能與社交資本之間的其他中介因素。

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Wu, S.-Y., Wang, S.-T., Liu, E. Z.-F., Hu, D.-C., & Hwang, W.-Y. (2012). The influences of social self-efficacy on social trust and social capital – A case study of Facebook. The Turkish Online Journal of Educational Technology, 11(2), 246–254.  

Evidence of STEM enactment effectiveness in Asian student learning outcomes

 STEM實施對亞洲學生學習成果有效性的證據

摘要

This study used a systematic review and meta-analysis as a method to investigate whether STEM enactment in Asia effectively enhances students’ learning outcomes. Verifiable examples of science, technology, engineering, and mathematics (STEM) education, effectively being applied in Asia, are presented in this study. The study involved 4768 students from 54 studies. Learning outcomes focused on the students’ academic learning achievement, higher-order thinking skills (HOTS), and motivation. The analysis results of effect sizes showed that the STEM enactments in Asia were effective at a moderate level (0.69 [0.58, 0.81 of 95% CI]) of improving students’ learning outcomes. Sequentially, the effectiveness of STEM enactment starts from students’ higher-order thinking skills, moves to students’ academic learning achievement, and ends with the motivation. In addition, STEM enactments in Asia were carried out with several variations where STEM integrated with project-based learning was preferred. The recommendations of this study include a combination of the learning approach, learning orientation, and duration of instruction, all of which contribute to the STEM enactment effectiveness and maximize results in STEM education. Some practical implications, such as the central role of the teacher during the STEM enactment, are extensively discussed. This study supports that STEM education is a universally crucial tool which effectively prepares students from various national and cultural backgrounds, across Asia, toward improved learning outcomes.

作者關鍵字

Asia; Learning outcome; STEM education; STEM effectiveness

項目	內容摘要 (英文)	翻譯 (繁體中文)
研究重點	To evaluate the effectiveness of STEM enactments in improving Asian students' academic learning achievement, higher-order thinking skills (HOTS), and motivation through systematic review and meta-analysis.	透過系統性回顧與統合分析評估STEM實施對提升亞洲學生學業成就、高階思維技能（HOTS）和學習動機的有效性。
研究方法	A meta-analysis of 54 studies involving 4,768 students. Data sources included journal articles, conference papers, and dissertations focusing on STEM-related learning outcomes in Asian countries.	對54篇研究進行統合分析，涉及4768名學生。數據來源包括期刊文章、會議論文和論文，聚焦於亞洲國家中與STEM相關的學習成果。
主要結果	1. STEM enactments had a moderate effect on learning outcomes (effect size: 0.69).2. HOTS showed the largest improvement, followed by academic achievement and motivation.3. Project-based learning was the most effective approach for STEM integration.	1. STEM實施對學習成果有中等效果（效應值：0.69）。2. 高階思維技能改善最大，其次是學業成就與學習動機。3. 基於專案的學習是STEM整合中最有效的教學方法。
實務建議	1. Combine STEM with culturally responsive pedagogy.2. Focus on integrating hands-on activities to enhance HOTS.3. Use sufficient instructional time (>2 hours per session).	1. 將STEM與文化回應性教學法相結合。2. 專注於整合實作活動以提升高階思維技能。3. 使用足夠的教學時間（每次課程超過2小時）。
未來研究方向	1. Investigate teachers' perceptions and knowledge about STEM in Asian contexts.2. Adapt STEM curricula to diverse cultural and geographical conditions.3. Study the long-term impact of STEM education on career readiness.	1. 探索教師在亞洲情境中對STEM的看法與知識。2. 調整STEM課程以適應多元文化與地理條件。3. 研究STEM教育對職業準備的長期影響。

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Wahono, B., Lin, P.-L., & Chang, C.-Y. (2020). Evidence of STEM enactment effectiveness in Asian student learning outcomes. International Journal of STEM Education, 7(1), Article 36. https://doi.org/10.1186/s40594-020-00236-1

Factors influencing women's attitudes towards computers in a computer literacy training program

 影響女性在電腦識字訓練計畫中對電腦態度的因素

摘要

In the "Digital Divide" research, adult women have generally been found to be the weakest group when compared with others. There is thus a need to provide this particular group with computer literacy training, and to give them opportunities to learn about using computers. In such training, women not only need to learn computer skills, but also a positive attitude. This study gathered qualitative and quantitative data from 175 women who attended computer literacy training, to analyze their attitudes towards computers and to identify differences in their attitudes. The data were collected from questionnaires, interviews and class observations. It was found that only women with lower educational levels had feelings of high anxiety prior to the training. However, other characteristics influenced their attitudes during the training, including age, education, nationality, and PC ownership. Factors influencing the differences in their attitudes were the difficulties of data input, physiological limitations, cultural differences, computer access and learning opportunities. Suggestions for future computer training programs for adult women are proposed. 

作者關鍵字

Adult learning; Attitudes towards computers; Computer literacy training; Digital divide; Gender issues

項目	內容摘要	翻譯
研究重點	This study explored how computer literacy training impacted women's attitudes towards computers and analyzed the characteristics influencing these attitudes.	本研究探討電腦識字訓練如何影響女性對電腦的態度，並分析影響這些態度的特徵因素。
研究方法	Mixed methods: Quantitative data from 175 women's pre- and post-training surveys and qualitative data from interviews, class observations, and follow-up calls.	混合方法：從175位女性的訓練前後調查中收集量化數據，並通過訪談、課堂觀察和後續訪問收集質性數據。
主要發現	1. Anxiety decreased significantly after training.2. Confidence and liking of computers improved.3. Perceptions of usefulness slightly decreased for older participants.4. Key factors influencing attitudes included age, education, PC ownership, and nationality.	1. 訓練後焦慮顯著減少。2. 對電腦的信心和喜好提高。3. 年長參與者對電腦實用性的認知略有下降。4. 影響態度的關鍵因素包括年齡、教育程度、電腦擁有率和國籍。
實務建議	1. Design culturally appropriate training for immigrant learners.2. Provide alternative input methods for older adults.3. Use step-by-step teaching materials and visual aids.4. Offer after-class practice sessions for learners without personal computers.	1. 為移民學習者設計文化適宜的培訓。2. 為年長學員提供替代輸入方法。3. 使用分步教學材料和視覺輔助工具。4. 為沒有個人電腦的學員提供課後練習時間。
未來研究方向	1. Examine the impact of training on intergenerational learning.2. Study the effectiveness of alternative input technologies.3. Investigate how to better integrate multicultural perspectives in computer training.	1. 探討培訓對跨代學習的影響。2. 研究替代輸入技術的有效性。3. 研究如何更好地在電腦培訓中融合多元文化視角。

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Chang, S.-L., Shieh, R. S., Liu, E. Z.-F., & Yu, P.-T. (2012). Factors influencing women's attitudes towards computers in a computer literacy training program. Turkish Online Journal of Educational Technology, 11(4), 177–187. 

Design and implementation of a simulation-based learning system for international trade

 國際貿易模擬學習系統的設計與實施

摘要

In the traditional instructional method used in international trade, teachers provide knowledge to learners by lecturing using slides and setting assignments; however, these methods merely deliver international trade knowledge rather than facilitating student development of relevant skills. To solve these problems, we proposed a simulation-based learning system for international trade, combining international trade-process simulation and business letter writing. We investigated learner opinions toward the system and the quality of business letters by using quantitative and qualitative analyses. Regarding the results, learners perceived that the proposed system improved their knowledge of international trade and business English.

作者關鍵字

Instructional technology; International trade; Simulation-based learning; Usability studies

項目	內容摘要	翻譯
研究目的	To design a simulation-based learning system for international trade that integrates process simulation and business letter writing, aiming to improve learners’ knowledge and skills.	設計一個整合流程模擬與商業書信撰寫的國際貿易模擬學習系統，旨在提升學習者的知識與技能。
研究問題	1. How does the system improve learners' understanding of international trade processes?2. What impact does the system have on learners' business English writing skills?	1. 該系統如何提升學習者對國際貿易流程的理解？2. 該系統對學習者的商業英語寫作技能有何影響？
研究方法	- Participants: College students learning international trade.- Tools: Simulation-based learning system.- Data Collection: Surveys and qualitative assessments of business letters.	- 參與者：學習國際貿易的大學生。- 工具：模擬學習系統。- 資料收集：問卷調查及商業書信的質性評估。
主要結果	1. Students reported an enhanced understanding of international trade processes.2. Business letters showed improvement in structure and accuracy after system usage.	1. 學生表示對國際貿易流程的理解有所提升。2. 使用系統後，商業書信的結構與準確性有所改進。
研究限制	- Focused on a specific group of college students.- Limited evaluation of long-term skill retention.- Usability limited to certain trade scenarios.	- 僅針對特定大學生群體。- 長期技能保持的評估有限。- 系統使用場景局限於某些貿易場景。
未來研究方向	1. Expand the system to include diverse trade scenarios.2. Conduct longitudinal studies to measure long-term impacts.3. Integrate AI to enhance adaptability and feedback.	1. 擴展系統至多樣化的貿易場景。2. 開展縱向研究以評估長期影響。3. 結合人工智慧以提升適應性與反饋機制。

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Luo, G.-H., Liu, E. Z.-F., Kuo, H.-W., & Yuan, S.-M. (2014). Design and implementation of a simulation-based learning system for international trade. The International Review of Research in Open and Distributed Learning, 15(1), 50–69. Retrieved from https://www.irrodl.org/index.php/irrodl/article/view/1666/2772