The present study examines whether or not a person's anxiety level might be linked to their learning performance. Many studies in the past have examined math and test anxiety, but the present study will examine the effects of death anxiety on learning performance. Individual's anxiety will attempt to be induced through fear of death. Participants were presented a set of four symptoms, similar to Gluck and Bower's 1988 category learning study. The participants were asked whether or not they think the symptoms of the patient are positive for COVID-19 or positive for the flu. The hypothesis was that there would be a negative correlation between death anxiety and learning performance (i.e. participants who score high in death anxiety will score with lower accuracy in the learning task). The signal detection model was used to analyze the data for accuracy levels, the ability to discriminate between categories (d'), and the response bias towards COVID-19 (β). The present study found results to support the hypothesis that high death anxiety caused lower performance levels. Results found that death anxiety is a predictor of classification of bias towards a more serious disease in classification. This bias seems to be unrelated to state anxiety, or STAI scores. The signal detection model indicates a predicted effect on discriminability index, which negatively correlated to pre-experiment death anxiety levels. Additionally, although the predicted response bias showed up in the data, it was not correlated with death anxiety levels. There was also no relation to political affiliation, which was thought to bias beliefs about COVID-19.

La tesi si focalizza sul ruolo dell’esperienza come fattore chiave sia nelle scelte di acquisizione sia in relazione alla performance post-acquisizione. Partendo da una review della letteratura sul tema pubblicata tra il 1980-2015 e utilizzando un dataset composto da 826 acquisizioni completate negli anni 2007-2013 da acquirenti operanti in diversi settori produttivi e localizzati in 61 paesi, il presente lavoro propone tre articoli empirici. Il primo articolo, ancorato all’impianto teorico dell’apprendimento organizzativo, declina il costrutto di esperienza in esperienza in acquisizioni internazionali, esperienza in acquisizioni domestiche ed esperienza internazionale con l’obiettivo di esaminare l’influenza dei diversi tipi di esperienza sulla crescita geografica realizzata attraverso acquisizioni. Utilizzando la prospettiva resource-based view congiuntamente al concetto di liability of foreignness, il secondo articolo analizza le scelte di estensione del raggio d’azione: mantenendo il focus sulla relazione tra correlazione di business ed estraneità del mercato target, si investigano gli effetti di moderazione delle precedenti esperienze in diversificazione produttiva e internazionalizzazione. Infine, il terzo articolo, basato sul concetto di apprendimento esperienziale, esplora il legame tra esperienza e performance post-acquisizione analizzando l’effetto congiunto di esperienza e performance pre-acquisizione. / This thesis focuses on the role of experience as a driver of acquisition behavior and as a factor affecting post-deal performance. Building on a review of the literature published between 1980-2015 on the role of experience in the context of acquisitions and using a full dataset of 826 acquisitions completed between 2007-2013 by acquirers operating in different industries and located in 61 countries, three empirical papers are proposed. The first paper draws on organizational learning theory and disentangles the construct of experience into cross-border acquisition experience, domestic acquisition experience, and international experience with the aim to examine how different types of experience impact on the geographic scope of acquisitions. Building on resource-based view and liability of foreignness, the second empirical paper analyzes corporate scope growth decisions with a focus on the relationship between acquirer-to-target relatedness and market unfamiliarity and on the moderating effects of prior diversification and international experience. Finally, the third paper investigates the experience-performance link with experiential learning as theoretical underpinning and, specifically, analyzes the joint effect of experience accumulation and prior firm performance on post-acquisition performance.

A visualização de informação procura interpretar as informações contidas em um conjunto de dados e através de técnicas visuais, perceber relacionamentos e padrões que auxiliam na descoberta de novos conhecimentos. O grande volume de informações nas bases educacionais sobre o rendimento na aprendizagem aumenta a dificuldade em analisar o desempenho na aprendizagem dos estudantes. Indicadores educacionais como nota, índice de aprovação e reprovação não podem ser considerados únicos medidores do desempenho, porém junto aos estilos de aprendizagem dos estudantes e perfil metodológico das disciplinas podem revelar informações sobre o desempenho. As técnicas de visualização combinadas com análises estatísticas pode ser considerada uma alternativa para explorar melhor os dados no processo de descoberta do conhecimento. Este trabalho apresenta um novo modelo para identificar relacionamentos de dados do desempenho na aprendizagem através de uma ferramenta visual interativa ao usuário. Nesse modelo é possível combinar os estilos de aprendizagem dos estudantes com estilos metodológicos das disciplinas e dados educacionais como notas, índice de aprovação e reprovação, para detectar variações de rendimento e propor modificações nas estratégias de ensino. Os dados utilizados para teste foram originados da base de dados do aproveitamento educacional dos estudantes da Escola de Engenharia Elétrica de São Carlos, Universidade de São Paulo. / Information visualization deals with the use of visual techniques to interpret data and to notice relationships and patterns that support an active user to discovery new knowledge. The vast quantity of information in educational databases increases the difficulty of analysis of the student\'s performance. Educational indicators such as grade, approval and fail index should not be considered as unique performance indicators; however, these indicators along with student\'s learning styles and methodological course profile can reveal educational progress. The visualization techniques combined with statistical analysis should be considered as an alternative to data exploration in the process of knowledge discovery. This work presents a new methodology to identify the relationships that demonstrate the learning performance through the development of a visualization tool in an user\'s adaptable environment. In this new methodology it is possible to combine students and courses styles to detect variations on the courses outline and suggest changes in some methodologies and teaching strategies.The data used to test the proposed methodology came from the learning process database of the Electrical Engineering School at the University of Sao Paulo/ São Carlos/SP.

A visualização de informação procura interpretar as informações contidas em um conjunto de dados e através de técnicas visuais, perceber relacionamentos e padrões que auxiliam na descoberta de novos conhecimentos. O grande volume de informações nas bases educacionais sobre o rendimento na aprendizagem aumenta a dificuldade em analisar o desempenho na aprendizagem dos estudantes. Indicadores educacionais como nota, índice de aprovação e reprovação não podem ser considerados únicos medidores do desempenho, porém junto aos estilos de aprendizagem dos estudantes e perfil metodológico das disciplinas podem revelar informações sobre o desempenho. As técnicas de visualização combinadas com análises estatísticas pode ser considerada uma alternativa para explorar melhor os dados no processo de descoberta do conhecimento. Este trabalho apresenta um novo modelo para identificar relacionamentos de dados do desempenho na aprendizagem através de uma ferramenta visual interativa ao usuário. Nesse modelo é possível combinar os estilos de aprendizagem dos estudantes com estilos metodológicos das disciplinas e dados educacionais como notas, índice de aprovação e reprovação, para detectar variações de rendimento e propor modificações nas estratégias de ensino. Os dados utilizados para teste foram originados da base de dados do aproveitamento educacional dos estudantes da Escola de Engenharia Elétrica de São Carlos, Universidade de São Paulo. / Information visualization deals with the use of visual techniques to interpret data and to notice relationships and patterns that support an active user to discovery new knowledge. The vast quantity of information in educational databases increases the difficulty of analysis of the student\'s performance. Educational indicators such as grade, approval and fail index should not be considered as unique performance indicators; however, these indicators along with student\'s learning styles and methodological course profile can reveal educational progress. The visualization techniques combined with statistical analysis should be considered as an alternative to data exploration in the process of knowledge discovery. This work presents a new methodology to identify the relationships that demonstrate the learning performance through the development of a visualization tool in an user\'s adaptable environment. In this new methodology it is possible to combine students and courses styles to detect variations on the courses outline and suggest changes in some methodologies and teaching strategies.The data used to test the proposed methodology came from the learning process database of the Electrical Engineering School at the University of Sao Paulo/ São Carlos/SP.

No / Organisational learning is often presented as one way in which firms may respond to increasingly competitive market conditions by managing their knowledge assets in more effective ways. Although theoretically and conceptually plausible, there is limited empirical evidence, particularly from smaller firms, in support of this view. This study aims to provide some evidence that links organisational learning and performance. Extant theory suggests that organisational learning may range from a passive orientation (working within a current paradigm) to an active orientation (questioning a current paradigm) at both the individual and the collective levels. This study examines the learning orientations of 300 smaller manufacturing and service firms in terms of an active¿passive learning construct. The results suggest that higher-growth manufacturing firms have a more active learning orientation. These firms make greater use of knowledge assets than do their lower growth counterparts, and this may have important implications for the management of learning in smaller manufacturing firms.

英語為目前使用的最為普遍的國際語言，英語能力已成為每個學生都需要養成的基本能力，而英語字彙的學習，更是學好英語的最重要基礎，因此如何幫助學生學好英語也就越顯重要。 隨者資訊科技日新月異的發展，透過電腦輔助語言學習已成為發展趨勢，近年來利用自律機制輔助數位學習的研究，已證實自律機制有助於提升學習成效，然而目前仍少有研究將自律學習機制應用於英語學習，特別是英語字彙學習。因此本研究所發展一「具自律學習機制支援之英語字彙學習APP」，可以讓學習者監控並提醒自己所設定的英語字彙自律學習目標，希望藉由敦促學習者達成自己所設定的自律學習目標，促進學生利用零碎時間學習，提升學習者的英語字彙學習成效。為了驗證「具自律學習機制支援之英語字彙學習APP」是否有助於提升英語字彙學習成效，本研究隨機選取國小六年級二個班級學生為研究對象，將其中一班隨機分派為採用「具自律學習機制支援之英語字彙學習APP」的實驗組，另一班為採用「無自律學習機制支援之英語字彙學習APP」的控制組，分別進行為期三週的英語字彙學習活動。實驗結果發現： (1).實驗組學習者學習成效及學習動機顯著優於控制組學習者 (2)實驗組場地相依學習者學習成效及學習動機顯著優於控制組場地相依學習者 (3).實驗組男性學習者在學習成效及學習動機均顯著優於控制組男性學習者 (4).實驗組女性學習者在學習成效及學習動機均顯著優於控制組女性學習者 (5).實驗組學習者進行自律學習後的學習成效及學習動機均顯著提升 (6).實驗組女性學習者學習成效及學習態度優於實驗組男性學習者 綜合本研究之研究結果，建議未來可以延長實驗時間，進行自律鷹架的去除，瞭解學生是否會因此養成自律學習的能力。此外根據學生的回應，希望APP中具休閒的功能，故亦可往遊戲化學習方向進行研究。 關鍵字： 自律學習(Self-regulated Learning)、學習成效(Learning Performance)、認知風格(Cognitive Style)、英語字彙學習(English Vocabulary Learning) / English is currently the commonest international language. English competence has become the basic competence of each student. English vocabulary learning is a primary basis to learn English well. How to help students learn English well therefore becomes more important. Following the changeable development of information technology, computer assisted language learning has become a development trend. Research on utilizing self-regulatory mechanisms for e-learning proved that self-regulatory mechanism could enhance learning performance. Nonetheless, there is little research on the application of self-regulatory learning mechanism to English learning, particularly to English vocabulary learning. For this reason, a “self-regulatory learning supported English vocabulary learning APP” is developed in this study, allowing learners monitoring and reminding themselves of the preset English vocabulary self-regulatory learning goal. It is expected to promote learners’ English vocabulary learning performance by urging learners to achieve the preset self-regulatory learning goal and enhance students learning with trial time. To verify that the “self-regulatory learning supported English vocabulary learning APP” could enhance English vocabulary learning performance, two classes of G6 students are randomly selected as the research subjects. A class is randomly assigned as the experiment group with the “self-regulatory learning supported English vocabulary learning APP”, and the other class is the control group without the “self-regulatory learning supported English vocabulary learning APP” for the three-week English vocabulary learning. The experiment findings show that (1) Learners in the experiment group present significantly better learning performance and learning motivation than those in the control group. (2) Site-dependent learners in the experiment group show remarkably better learning performance and learning motivation than those in the control group. (3) Male learners in the experiment group reveal notably better learning performance and learning motivation than male learners in the control group. (4) Female learners in the experiment group appear significantly beter learning performance and learning motivation than femal learners in the control group. (5) Learners in the experiment group remarkably enhance the learning performance and learning motivation after the self-regulatory learning. (6) Femal learners in the experiment group reveal better learning performance and learning attitudes than male learners in the experiment group. Summing up the research results, it is suggested that the future experiment time could be extended and the self-regulatory scaffolding could be removed to understand whether students would cultivate the self-regulatory learning ability. According to the students’ responses, it is further expected that the APP could show the function of leisure. In this case, the gamification of learning could be studied in the future. Keywords：Self-regulated Learning, Learning Performance, Cognitive Style, English Vocabulary Learning

本研究主要目的是探討合作學習融入數學教學對於偏遠地區學校國一學生在學習國中數學第一冊的學習成效。以屏東縣一所偏遠地區學校國一學生兩班共55人為研究樣本，其中一班為實驗組，實施「合作學習融入數學教學」；另一班為對照組，實施傳統講述法，來探討學生接受不同的教學方法之後，在數學學習成就、態度及保留三方面的差異性。實驗結果，可得以下之結論： 一、在衡量數學學習成就指標上，實驗組與對照組之間有顯著差異且實驗組優 於對照組。 二、在衡量數學學習態度指標上，實驗組與對照組之間有顯著差異且實驗組優 於對照組。 三、在衡量數學學習保留指標上，實驗組與對照組之間有顯著差異且實驗組優 於對照組。 最後本文再對上述統計檢定推論提出建議，以供教師實務上教學及後續相關研究之參考。 / The main purpose of this study is to apply “cooperative learning in mathematics” in remote area to explore its effects of learning performance by seventh graders. Two classes, which have a total of 55 students, were sampled from a junior high school in a remote area of Pingtung County. One class students were assigned as the experimental group and the other students as the control group. The first class was taught using “cooperative learning in mathematics”, while the second one was taught using traditional method. In order to find if there are differences on learning achievements, learning attitudes, and learning retention of mathematics between two teaching methods, statistical tests were conducted. The following conclusions are reached︰ 1.Based on mathematics learning achievement indicator, there is a significant difference between two teaching methods. The effect by the experimental group is significantly better than that by the control group. 2.Based on mathematics learning attitude indicator, there is a significant difference between two teaching methods. The effect by the experimental group is significantly better than that by the control group. 3.Based on mathematics learning retention indicator, there is a significant difference between two teaching methods. The effect by the experimental group is significantly better than that by the control group. Finally, suggestions for practical teaching are provided and future possible researches are also discussed.

本研究旨在探討分段式評量教學法對高二學生於學習數學時學習成就的影響。研究對象為台北縣某國立高中二年級理組學生，分為實驗組42位及控制組44位共86位學生，以20週的時間進行實驗，觀察分析其學習成就的改變。 本研究結果發現，在相同教學時間下： 1. 分段式評量教學法在整體學習成就方面有正面影響且結果達顯著差異。 2. 對不同學習風格學習成就之正面影響雖未達顯著水準，但學習成就相對改善值似乎有增加的趨勢。 3. 對不同學習程度分組而言，中分組與低分組學生之學習成就方面有正面影響且達顯著差異。 4. 實施分段式評量教學法的學生比使用傳統教學法的學生在學習態度方面似乎較不會有放棄數學的現象。 綜而論之，分段式評量教學法可提供教學者，在面對數學學習成就低落的學生一個有效的引導方法，讓這些學生不僅不會放棄數學，還能漸漸的建立良好的學習習慣。 / This research mainly aims at evaluating how divided assessment teaching method would effect junior students’ mathematics-learning performance in high school. A case study was conducted on science-team junior students in a Taipei-county high school, composed of 42 students in experimental group and 44 ones in control group respectively, amounting to 86. This experiment spanned as long as 20 weeks for analysis on how students’ learning performance would be benefited. It is thus concluded in this research after evaluating both 2 group’s learning performance in term of equal length of time as below: 1. Divided assessment teaching method would have positive effect on learning performance at significance level. 2. Although divided assessment teaching method has positive effects on learning performance for various learning style subgroups, these positive effects are not significant. Their relative improvements of learning performance seemed to be increased, too. 3. When evaluated in term of original-performance level, students’ learning performance in average-level and in inferior-level subgroups both would be benefited positively at significance level. 4. Students taking divided assessment teaching method would have more persistent learning attitude than those taking traditional teaching method. In summary, divided assessment teaching method could help teachers to offer more effective teaching-guidance to students who had inferior learning performance. As a result, students would not only persist in mathematics learning but also cultivate enthusiastic learning attitude gradually.

本研究旨在運用點讀筆輔助國中文言文補救教學，基於設計研究法迭代改進的過程，設計點讀筆輔助國中文言文補救教材及學習策略，並驗證其對於國文補救教學的效益。本研究以高雄市某國中二年級參與國文補救教學共6位八年級學生為研究對象，以設計研究法在教學實際現場基於學生學習過程中的質化觀測訪談紀錄，以及學習成效前後測與點讀筆內建學習歷程記錄等量化數據資料分析結果，進行包括準備（分析、設計）、執行（發展、實施）、評鑑（反省、產出）之循環迭代改進過程，以探究與發展結合點讀筆與紙本課文輔助文言文補救教學教材與學習策設計，為教師運用點讀筆發展文言文補救教學教材提供可行之實施模式。 結果顯示，本研究透過設計研究法發展出一套可有效輔以文言文補救學習之點讀筆搭配紙本教材與學習策略模式，並經由兩次循環修正歷程，產出一套較佳之點讀筆搭配紙本與學習策略模式之教材設計。本研究歸納在設計上應考量點讀的搭配性、自學的引導性、內容的適切性，並建立程序指引提醒，以發揮點讀筆搭配紙本輔助閱讀學習之功能。本研究產出之點讀教材，可透過碼點貼紙支援文言文學習所需之背景知識的補充、課文朗讀與背誦、文意理解、提出問題深入思考等學習需求，也搭配SQ3R學習策略流程引導，適合於學習者自學，並且可以進行重複學習，學生具有高度自主性，為學習落後學生搭建一有效之學習鷹架，培養學生帶得走的能力，為國文補救教學開創一有效且創新的學習模式。 / This study aims to apply digital pens to assisting in the literary Chinese remedial instruction in junior high schools. Based on the process of Design-based Research iterative improvement, the digital pen supported literary Chinese remedial teaching materials and learning strategies are designed, and the Chinese remedial learning efficiency is verified. Six G8 students in a junior high school in Kaohsiung City participating in the Chinese remedial instruction are studied. With Design-based Research, the qualitative observation and interview records of the students’ learning process and the quantitative data analyses of the pretest and posttest of learning performance and the digital pen built-in learning process records are preceded cyclic iterative improvement, including preparation (analysis and design), practice (development and implementation), and assessment (introspection and output) to explore and develop the design of digital pen supported and paper-based texts integrated literary Chinese remedial teaching materials and learning strategies. It is expected to provide a feasible model for teachers developing digital pen supported literary Chinese remedial teaching materials. The results show that an effective literary Chinese remedial instruction integrated with digital pen supported and paper-based materials and the learning strategies could be developed through Design-based Research. Furthermore, with two cyclic revision processes, the better digital pen supported and paper-based integrated material design and learning strategies could be generated. It is concluded in this study that the collocation of digital pen, the guiding for self-learning, and the content appropriateness should be taken into account of the design, and the procedural guideline reminder should be established to present the function of digital pen supported and paper-based reading learning. Through code stickers, the digital pen supported materials could supplement the required background knowledge for literary Chinese learning, text reading and recitation, content comprehension, and in-depth thinking with problems. With the guidance of SQ3R learning strategies, it is suitable for self-learning and could be proceeded repeated learning and the students present high autonomy so as to build a learning scaffold for the students fell behind in learning, to cultivate students with the abilities to take away, and to create an effective and innovative learning model for Chinese remedial instruction.

學習型遊戲可提供學習者一個具備「滿足學習發生的基本需求」、「以問題解決為基礎」、「有趣」以及「吸引人」等特色的安全學習環境，而技能型學習遊戲更不同於一般認知與情意型遊戲，其設計過程除了著重事實、知識之外，更強調經由實際操作或練習使學生能真正習得某些動作和技能。因此，有哪些遊戲設計要素能吸引學習者，讓學習者在進行技能學習過程中感到有趣，進而達到學習目標，值得我們關切。再者，從學習型遊戲設計層面來看，重視學習情緒和使用者經驗是不可或缺的遊戲設計考量面向，特別是在數位學習環境中，哪些遊戲設計要素會對學生的學習情緒及學習成效產生影響，值得更進一步的探討。 因此，本研究採用兩款具遊戲設計要素差異之英文打字遊戲，探討技能型學習遊戲之遊戲設計要素對於學習者之學習情緒與學習成效之影響與關聯，以釐清技能型學習遊戲之遊戲設計要素如何影響學習者之正負面情緒以及學習成效，進而作為學習型技能遊戲設計時的參考。研究結果顯示，具遊戲設計要素差異之技能型英打學習遊戲對於引發女性學習者之負面情緒會產生顯著差異，而男性學習者則未產生顯著差異；本研究採用之兩款技能型英打學習遊戲，均可以有效增進學習者之學習成效，並且遊戲設計要素較高之技能型英打學習遊戲對於男性學習者較具學習成效；具遊戲設計要素差異之技能型英打學習遊戲，其遊戲設計要素之「適時回饋」為設計學習型遊戲時之最重要因素；而學習情緒會影響學習成效部分，僅在低打字能力學習者採用具遊戲設計要素差異之技能型英打學習遊戲時獲得部份驗證。 / Game-based learning can provide a safe environment with satisfied basic needs during learning process, problem solving domain foundation, funny and attractive characteristics for learners. Skill learning games are different from normal cognitive and affective games. The design of skill learning games emphasizes on not only facts and knowledge but also on learning some kinds of motion and skills by operation and practice, so we concerned about the key design features attracting learners to interest the learning process and get the learning goals. On the other hand, it is indispensable for key design features considering about learning emotions and learner’s experience, and it is also necessary to be further investigated about which feature will affect the learner’s emotion and learning performance. Two English typing games with different design features were adapted to investigate the effects and relations between design features and learner’s emotion and learning performance to clarify the positive or negative emotions and performance were affected by which design feature of the skill learning games and to set a reference for the game designer. The study results show that female learner’s negative emotion which was caused by different game design features of the English typing games was significantly affected, but male learner’s emotion was not. The two adapted games were both with learning performance, and her male learning performance was better with better game design features of the typing games. Proper feedback was the most important design feature. The effects of emotions to performance were partly proven from poor typing ability learners.