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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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.