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| Title | 虛擬現實中的數學問題解決：性別匹配假設 (L06) Mathematical problem-solving in virtual reality: gender-matching hypothesis (L06) |
| Creator | 邱美秀 |
| Contributor | 教育系 |
| Key Words | 性別匹配假設; 數學學習; 教學設計; 虛擬現實 gender matching hypothesis; mathematics learning; pedagogical design; virtual reality |
| Date | 2022-08 |
| Date Issued | 28-Nov-2024 09:15:14 (UTC+8) |
| Summary | 這項研究探討男孩和女孩在解決虛擬現實（VR）中的數學問題時，是否通過性別匹配（GM）過程產生更好的學習。 VR數學任務設計，使用臺灣國家課程中的一年級數學能力指標。 VR中的GM設計著重於教學代理和解決方案的選擇。一個在線系統呈現12個VR任務，並邀請參與者玩數學遊戲。在玩數學遊戲之前，參與者要表明他們允許系統收集其人口統計數據和行為數據以用於研究和教育目的；此外，K-6年級孩子的父母同意在解決問題的過程中避免為孩子提供幫助。玩完數學遊戲後，有一個量表和開放式問題，詢問學習者對數學遊戲的態度和評論。系統會記錄參與者的人口統計和行為（例如，使用的時間和點擊的對象）。數據分析將側重於初始答案正確性的計算，並檢查在不同的GM教學代理人中表現的性別差異以及他們的GM解決方案選擇。研究結果將為基於GPSP假設和VR的適性教學法提供建議。這項研究還可以作為進一步教學設計的前導研究，旨在支持有特殊需要和低社會經濟地位背景的兒童。未來，可以將其他技術（例如增強現實）融入當前的設計中，為學生提供進一步的活躍、創造性和有趣的學習環境。 This study investigates whether boys and girls learn better by gender-matching (GM) processes while solving mathematical problems in virtual reality (VR). The VR mathematical tasks are developed using Grade-1 mathematics competences in the Taiwan national curriculum. The GM design in VR focuses on pedagogical agents and solution choices. An online system presents 12 VR tasks and invites participants to play as mathematics games. Before playing the mathematics games, participants indicate their permission for the system to collect their demographic and behavioral data for research and educational purposes; in addition, parents with K-6 children agree to refrain from assisting their children during problem-solving processes. After playing the mathematics games, a scale and open-ended questions ask learners’ attitudes and comments on the mathematics games. The system records participants’ demographics and behaviors (e.g. time used and object clicked). Data analysis will focus on initial answer correctness calculation and examining gender differences in performance and their GM solution choices in different GM pedagogical agents. The findings will provide a suggestion for adaptive pedagogies based on the GM assumption in general and VR. This study can also serve as a pilot study for further pedagogical designs aiming to support children with special needs and low socioeconomic status backgrounds. Other techniques such as augmented reality can be infused into the present design to provide students with further active, creative and amusing learning environments. |
| Relation | 科技部, MOST109-2629-H004-002, 109.08-110.07 |
| Type | report |
| dc.contributor | 教育系 | |
| dc.creator (作者) | 邱美秀 | |
| dc.date (日期) | 2022-08 | |
| dc.date.accessioned | 28-Nov-2024 09:15:14 (UTC+8) | - |
| dc.date.available | 28-Nov-2024 09:15:14 (UTC+8) | - |
| dc.date.issued (上傳時間) | 28-Nov-2024 09:15:14 (UTC+8) | - |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/154427 | - |
| dc.description.abstract (摘要) | 這項研究探討男孩和女孩在解決虛擬現實（VR）中的數學問題時，是否通過性別匹配（GM）過程產生更好的學習。 VR數學任務設計，使用臺灣國家課程中的一年級數學能力指標。 VR中的GM設計著重於教學代理和解決方案的選擇。一個在線系統呈現12個VR任務，並邀請參與者玩數學遊戲。在玩數學遊戲之前，參與者要表明他們允許系統收集其人口統計數據和行為數據以用於研究和教育目的；此外，K-6年級孩子的父母同意在解決問題的過程中避免為孩子提供幫助。玩完數學遊戲後，有一個量表和開放式問題，詢問學習者對數學遊戲的態度和評論。系統會記錄參與者的人口統計和行為（例如，使用的時間和點擊的對象）。數據分析將側重於初始答案正確性的計算，並檢查在不同的GM教學代理人中表現的性別差異以及他們的GM解決方案選擇。研究結果將為基於GPSP假設和VR的適性教學法提供建議。這項研究還可以作為進一步教學設計的前導研究，旨在支持有特殊需要和低社會經濟地位背景的兒童。未來，可以將其他技術（例如增強現實）融入當前的設計中，為學生提供進一步的活躍、創造性和有趣的學習環境。 | |
| dc.description.abstract (摘要) | This study investigates whether boys and girls learn better by gender-matching (GM) processes while solving mathematical problems in virtual reality (VR). The VR mathematical tasks are developed using Grade-1 mathematics competences in the Taiwan national curriculum. The GM design in VR focuses on pedagogical agents and solution choices. An online system presents 12 VR tasks and invites participants to play as mathematics games. Before playing the mathematics games, participants indicate their permission for the system to collect their demographic and behavioral data for research and educational purposes; in addition, parents with K-6 children agree to refrain from assisting their children during problem-solving processes. After playing the mathematics games, a scale and open-ended questions ask learners’ attitudes and comments on the mathematics games. The system records participants’ demographics and behaviors (e.g. time used and object clicked). Data analysis will focus on initial answer correctness calculation and examining gender differences in performance and their GM solution choices in different GM pedagogical agents. The findings will provide a suggestion for adaptive pedagogies based on the GM assumption in general and VR. This study can also serve as a pilot study for further pedagogical designs aiming to support children with special needs and low socioeconomic status backgrounds. Other techniques such as augmented reality can be infused into the present design to provide students with further active, creative and amusing learning environments. | |
| dc.format.extent | 116 bytes | - |
| dc.format.mimetype | text/html | - |
| dc.relation (關聯) | 科技部, MOST109-2629-H004-002, 109.08-110.07 | |
| dc.subject (關鍵詞) | 性別匹配假設; 數學學習; 教學設計; 虛擬現實 | |
| dc.subject (關鍵詞) | gender matching hypothesis; mathematics learning; pedagogical design; virtual reality | |
| dc.title (題名) | 虛擬現實中的數學問題解決：性別匹配假設 (L06) | |
| dc.title (題名) | Mathematical problem-solving in virtual reality: gender-matching hypothesis (L06) | |
| dc.type (資料類型) | report |