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
| 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