Exploring the Learning Effect of Using the Remote-Controlled Robots to Do the Solar Energy Experiments

• Main Authors: Guan-Cheng Chen, 陳冠呈
• Other Authors: Wei-Yang Wang
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/24617040974917955722

碩士 === 國立高雄應用科技大學 === 資訊管理研究所碩士班 === 101 === In this study, the learning strategy is based on the situated learning theory providing learners to operate a remotely controlled Remote-Controlled robot to simulate a real learning situation. For comparison, the learners of control group only facilitated by PPTs. The learners of both groups learned the knowledge about solar energy. And the researcher of this study was the instructor. The first purpose of this research is to explore the learning effect in a controlling Remote-Controlled robot through remote connection is better than the one in traditional learning. The second purpose is to understand whether there is difference in cognitive load, satisfaction and continuance intention between these two groups or not. In this study, the learners in experimental group used the remote controlled robot and the in control group were instructed by PPTs. Both groups have 32 participants who are not only from institute of commerce and management but also graduated from either commerce or social science department of National Kaohsiung University of Applied Sciences. The research results show that the learning effect, satisfaction and continuance intention of the learners in experimental group is significantly higher than the ones in control group. And there is no significant difference between the cognitive loads of these two groups. This study proves the situated learning theory, i.e. the learning effect of learning solar energy knowledge by using a remotely controlled robot is higher than the learning effect of traditional PPT-based learning. Keywords : Remote-Controlled Robot、Learning Effect