The Research of Integrating Software Agent Mechanism into Computer Programming Course On Senior High School Students

• Main Authors: Wang,Ming-Huei, 王明輝
• Other Authors: Wang,Hsiao-Shen
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/26621358271825227217

碩士 === 國立臺中教育大學 === 數位內容科技學系碩士班 === 97 === The purpose of the study was aimed to scrutinize the effect of computer programming course integrated with a built-in software agent mechanism on an E-Learning platform. The subjects of this study consisted of 99 senior high school students in Taichung City. 48 students were assigned to the experimental group and 51 students allocated to the control group. The experiment of the study was processed on the computer programming of Visual Basic language. The experiment was crafted as a quasi-experiment, containing pretest and posttest in order to collect learning data. The teaching strategy of the control group is an expository method with computer assistant system. For experimental group, we applied the cognitive flexibility theory with an E-learning platform combined with a built-in software agent mechanism. Under the two different teaching strategies, we investigated the abilities to design computer program of the two groups. Furthermore, the David Kolb’s learning styles model was also applied here to consult about the effects of the two groups. The main statistic procedures employed to analyze experimental data and test the research hypotheses include Descriptive statistics, ANCOVA, independent groups and paired-sample t-test. At last, we drew the following conclusions. 1. The students assisted by “software agent mechanism auxiliary teaching” performed significantly better in programming design than those receiving expository teaching. 2. Under “software agent mechanism auxiliary teaching strategy,” the students categorized as the cognition stratification plane gained significant helps in their study manner. 3. Under “software agent mechanism auxiliary teaching strategy,” the students categorized as the emotion stratification plane gained significant helps in their learning manner. 4. Under “software agent mechanism auxiliary teaching strategy,” the students categorized as the behavior stratification plane cannot gain helps in their learning manner. 5. The students’ programming abilities under “software agent mechanism auxiliary teaching” had significant promotion between different learning styles. 6. The students’ learning attitudes in “software agent mechanism auxiliary teaching” had no significant promotion between different learning styles. 7. Under “software agent mechanism auxiliary teaching strategy,” attribution was obviously correlated with the learning performances. 8. Under “software agent mechanism auxiliary teaching strategy,” attribution was not significantly correlated with the learning attitudes.