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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Cite Article

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.

Student satisfaction and self-efficacy in a cooperative robotics course

 在合作式機器人課程中的學生滿意度與自我效能感

摘要

In this study, LEGO robotics and cooperative learning were integrated into the design of a course. In the course, preservice teachers had to complete their assignments by cooperating, solving problems, and conducting team discussions. After the course, questionnaires were used to understand the advantages and disadvantages of the design of the robotics course, student satisfaction with the course, and changes of the preservice teachers' confidence in learning LEGO robotics. The satisfaction questionnaire covered three dimensions: teaching environment, teaching content, and teaching method. Results showed that by the end of the semester, students' satisfaction with the cooperative robotics course had improved. Furthermore, the results showed positive effects on preservice teachers' perceived selfefficacy when learning LEGO robotics. © Society for Personality Research (Inc.).

作者關鍵字

Cooperative learning; Preservice teacher; Robotics; Satisfaction; Self-efficacy

項目	摘要（英文）	摘要（翻譯）
研究背景與目的	This study integrated LEGO robotics and cooperative learning in a course for preservice teachers to enhance satisfaction and self-efficacy.	本研究將 LEGO 機器人和合作學習融入課程，旨在提高準教師的課程滿意度和自我效能感。
研究方法	Participants: 6 female preservice teachers. Tools: Satisfaction questionnaire (26 items), self-efficacy scale (6-point Likert). Procedure: 18 weeks of LEGO robotics course, including team-based activities, journaling, and evaluations.	參與者：6名女性師培生。工具：滿意度問卷（26項目）和自我效能量表（6分制）。程序：18週 LEGO 機器人課程，包含小組活動、日誌撰寫與評估。
研究結果	1. Satisfaction improved in teaching environment, content, and methods. 2. Self-efficacy in robotics increased for most participants, especially in programming and task execution.	1. 教學環境、內容和方法的滿意度提升。2. 參與者的機器人操作自我效能提高，尤其是在編程與任務執行方面。
研究貢獻	1. Demonstrated benefits of cooperative learning in robotics education. 2. Highlighted importance of team collaboration for skill development.	1. 證實了合作學習在機器人教育中的益處。2. 突出了團隊合作在技能發展中的重要性。
限制	Small sample size (6 participants); results may not be generalizable.	樣本規模小（6名參與者），結果可能無法普及。
未來研究方向	1. Increase sample size to validate findings. 2. Explore effects of gender diversity in robotics education. 3. Investigate long-term impacts of LEGO robotics training on teaching practices.	1. 擴大樣本規模以驗證研究結果。2. 探索性別多樣性對機器人教育的影響。3. 調查 LEGO 機器人訓練對教學實踐的長期影響。

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Cite Article

Liu, E. Z. F., Lin, C. H., & Chang, C. S. (2010). Student satisfaction and self-efficacy in a cooperative robotics course. Social Behavior and Personality: An International Journal, 38(8), 1135–1146. https://doi.org/10.2224/sbp.2010.38.8.1135