碩士 / 國立交通大學 / 教育研究所 / 103 / The purpose of this study was to investigate the effects of integrating dynamic concept maps with IRS on elementary school students’ motivation and anti-phishing learning outcome. This study employed the quasi-experimental design. A total of 130 fifth-grade students participated in this study, divided into three groups: a control group (traditional image-text), an experimental group I (static concept maps), and an experimental group II (dynamic concept maps). The instruments included the MSLQ (the Motivated Strategies for Learning Questionnaire), consisting of self-efficacy and intrinsic value, and the anti-phishing learning achievement test. The open-ended questions were also conducted to understand students’ feeling in the learning environment.
The results showed that the use of dynamic concept maps with IRS during the anti-phishing education significantly enhanced the students’ learning self-efficacy when their initial self-efficacy was already high. For learners with low initial self-efficacy, the use of traditional image-text with IRS could increase their posttest self-efficacy. In addition, no significant differences in learners' overall motivation and its sub-construct of intrinsic value were found among the three groups, but learners' achievement in the group of dynamic concept maps was significantly higher than that in the group of traditional image-text style.
This study suggests that the use of dynamic concept maps with IRS in the classroom have a positive impact during the learning process. In addition, when implementing such strategies, it is important to consider students’ initial self-efficacy.
| Identifer | oai:union.ndltd.org:TW/103NCTU5331016 |
| Date | January 2015 |
| Creators | Chen, Ariel Yu-Zhen, 陳俞蓁 |
| Contributors | Sun, Jerry Chih-Yuan, 孫之元 |
| Source Sets | National Digital Library of Theses and Dissertations in Taiwan |
| Language | zh-TW |
| Detected Language | English |
| Type | 學位論文 ; thesis |
| Format | 98 |
Page generated in 0.0136 seconds