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。

PDF/EPUB (download PDF,下載全文)

Cite Article

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.

Developing evaluative indicators for educational computer games

 開發教育電腦遊戲的評估指標

摘要

The indicators for evaluating educational computer games were developed through a content analysis of existing games and the use of the Delphi technique. The Delphi technique is a systematic interactive forecasting method for obtaining forecasts from a variety of independent experts. Six educational technology experts, six educational psychology experts, six game design experts, six elementary school students were invited to serve as experts in the Delphi survey. In this study, 196 educational computer games were analyzed. The results revealed that there are many different genres of educational computer games; puzzle games comprise the most common genre. Based on the results of the content analysis and Delphi survey, 43 indicators were obtained and classified into five categories for evaluating educational computer games, including game information, multimedia, interface design and structure, content and feedback.

作者關鍵字

Education; Interfaces (computer); Surveys; Content analysis; Delphi techniques; Educational computer games; Educational psychologies; Educational technologies; Elementary schools; Forecasting methods; Game designs; Interface designs; Puzzle games

項目	內容摘要	翻譯
研究目的	To develop and validate evaluative indicators for assessing the quality of educational computer games, ensuring their effectiveness for learning purposes.	開發並驗證評估教育電腦遊戲品質的指標，確保其對學習目的的有效性。
研究問題	1. What are the critical indicators for evaluating educational computer games?2. How can these indicators improve the selection and design of such games?	1. 評估教育電腦遊戲的關鍵指標是什麼？2. 這些指標如何改善此類遊戲的選擇與設計？
研究方法	- Content analysis of 196 educational computer games.- Delphi technique involving 36 experts from technology, psychology, game design, and education fields.	- 對196款教育電腦遊戲進行內容分析。- 使用德爾菲技術，邀請來自科技、心理學、遊戲設計與教育領域的36位專家參與。
主要結果	1. Developed 43 evaluative indicators categorized into 5 groups: Game Information, Multimedia, Interface Design, Content, and Feedback.2. Puzzle games were the most common genre, with pictures and animations frequently used.	1. 開發了43個評估指標，分為五類：遊戲資訊、多媒體、介面設計、內容與回饋。2. 拼圖遊戲是最常見類型，且圖片與動畫被廣泛使用。
研究限制	- Limited to existing games available in Taiwan.- Expert opinions may not fully reflect the diverse needs of all learners.	- 僅限於台灣可用的現有遊戲。- 專家意見可能無法完全反映所有學習者的多樣需求。
未來研究方向	1. Expand research to include international educational games.2. Investigate the impact of these indicators on game-based learning outcomes.3. Develop dynamic indicators that adapt to different learning contexts.	1. 擴展研究範圍至國際教育遊戲。2. 探討這些指標對遊戲式學習成效的影響。3. 開發可適應不同學習情境的動態指標。

PDF/EPUB (download PDF,下載全文)

Cite Article

Liu, E. Z.-F., & Lin, C.-H. (2008). Developing evaluative indicators for educational computer games. British Journal of Educational Technology, 39(6), 1044–1050. https://doi.org/10.1111/j.1467-8535.2008.00852.x