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ARCS動機づけ方略と統計的検定に基づくプログラミング教材の改善とその評価
http://hdl.handle.net/10061/12245
http://hdl.handle.net/10061/1224542d1ab95-f217-4226-965d-de1f75ea6030
名前 / ファイル | ライセンス | アクション |
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fulltext (458.0 kB)
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Item type | 学術雑誌論文 / Journal Article(1) | |||||
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公開日 | 2018-03-29 | |||||
タイトル | ||||||
タイトル | ARCS動機づけ方略と統計的検定に基づくプログラミング教材の改善とその評価 | |||||
その他のタイトル | ||||||
その他のタイトル | Improvement of Teaching Materials for Programming Education based on ARCS Strategies and Statistical Testing and Evaluation | |||||
言語 | ||||||
言語 | jpn | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | プログラミング教育 | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 教材改善 | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | モチベーション | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | ARCSアンケート | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 動機づけ方略 | |||||
資源タイプ | ||||||
資源タイプ | journal article | |||||
アクセス権 | ||||||
アクセス権 | open access | |||||
著者 |
塚本, 英邦
× 塚本, 英邦× 南雲, 秀雄× 門田, 暁人× 松本, 健一 |
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抄録 | ||||||
内容記述タイプ | Abstract | |||||
内容記述 | 本研究では,プログラミング教育における教材の改善手法を提案し,その効果を評価する。本手法は,学習者のモチベーションを定量的に測定し,ARCS 動機づけ方略と統計的検定に基づいてプログラミング教材の改善を行う。具体的には,学習者のモチベーションを,ARCS アンケートによって測定し,統計的に有意な減少が生じる授業毎の下位カテゴリーを特定する。その下位カテゴリーに対応するモチベーションを向上させる方略を,ARCS 動機づけモデルの“動機づけ方略”における方略見本から選択する。方略見本に基づいて教材の改善要素を設定し,プログラミング教材の改善を行う。ケーススタディとして,本手法によって5 つの改善要素を設定して教材改善を行ってプログラミング教育を試行し,特徴的な3 つの改善要素における教材改善の効果を検討する。 | |||||
抄録 | ||||||
内容記述タイプ | Abstract | |||||
内容記述 | In this research, a statistical remediation method for teaching materials in programming education has been proposed, and its effects have been evaluated. In this method, the teaching materials are systematically improved upon through quantitative measurements and analyses of the motivation of students so that a distinct improvement can be measured irrespective of the knowledge and experience of the teachers. Specifically, the motivation score of the students for each of the 12 subcategories of the ARCS motivation model was measured in each lesson, and the subcategory of a particular lesson in which the score decreased significantly from a previous one was identified. The remediation strategies corresponding to these subcategories were then looked up on lists of “motivation strategies” in the ARCS model, and are used to improve upon the teaching materials. By applying this method to a programming course, five weak points in the teaching materials were identified and they were subsequently improved upon by using remediation strategies. The effects of the remediation strategies have been confirmed in three of these weak areas of the subsequent programming course. | |||||
書誌情報 |
ja : 日本産業技術教育学会誌 巻 55, 号 4, p. 307-315, 発行日 2013-12-25 |
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出版者 | ||||||
出版者 | 日本産業技術教育学会 | |||||
ISSN | ||||||
収録物識別子タイプ | ISSN | |||||
収録物識別子 | 0286-5580 | |||||
書誌レコードID | ||||||
収録物識別子タイプ | NCID | |||||
収録物識別子 | AN00190195 | |||||
権利 | ||||||
権利情報 | Copyright c 2013 日本産業技術教育学会 | |||||
著者版フラグ | ||||||
出版タイプ | VoR |