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研究生: Alvin Resmana
Alvin Resmana
論文名稱: 探討Moodle和概念圖對學習Swift 程式語言態度之影響
The Effect on The Attitudes Using Moodle and Concept Map in Learning iOS Development in Swift Programming Language
指導教授: 李國光
Gwo-Guang Lee
口試委員: 黃世禎
Shih-Chen Huang
周子銓
Tzu-Chuan Chou
學位類別: 碩士
Master
系所名稱: 管理學院 - 資訊管理系
Department of Information Management
論文出版年: 2018
畢業學年度: 106
語文別: 英文
論文頁數: 90
中文關鍵詞: 學生態度概念圖Moodle學習編程語言使用概念圖的學生態度Swift學習編程語言的概念圖
外文關鍵詞: Student Attitude, Concept Map, Moodle, Learning Programming Language, Student Attitude using Concept Map, Concept Map in Learning programming language, Swift
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  • 學習過程是我們生活中的基礎。通過學習,它將形成一個人的性格和質量。一個優秀和正確的學習過程是實現學習目標的必要條件。當學生對目前的學習過程感到滿意時,學習目標可以得到很好的滿足。學習過程可以包括方法,模型和學習策略。已經傳播到整個行業的技術發展。技術的發展使得社區有興趣學習編程語言,但事實上,許多學習計算機的學生在解決問題和邏輯思考方面的能力較低,這是學習編程語言的基礎。由於不正確的學習過程可能會發生此問題。本研究希望在學習Swift編程語言時使用Moodle和概念圖檢查學生的態度。

    參與者通過使用Google表單通過一些社交媒體分發註冊表來選擇。要求參與者填寫在研究結束之前遵循研究的意願。 34人正在註冊,但只有30人被宣布有效。作者使用Pearson相關,PLS和PLS Bootstrapping分析數據。結果表明,概念中感知有用因素是對學生態度影響最大的因素。雖然感知的信息質量因素不直接影響學生的態度。同時,感知易用性因素對學生態度有正向影響。它可以被概念化為學習Swift編程語言的學習平台和方法。


    The learning process is fundamental in our life. Through learning, it will form the character and quality of a person. An excellent and correct learning process is a must in achieving the learning objectives. Learning goals can be met well when students are satisfied with the current learning process. The learning process can include methods, models, and learning strategies. Technological developments that have spread throughout the industry. Development of technology makes the community interest in learning programming language becomes higher, but in fact, many students who learn about computers have less ability in problem-solving and logical thinking which is the basis of learning programming languages. This problem may occur due to the improper learning process, the use of methods or models or learning strategies are wrong. This study wants to examine student’s attitude using Moodle and concept map in learning Swift programming language.

    Participants were chosen by distributing the registration form through some social media using Google form. Participants are requested to fill the willingness to follow the research until the study ends. 34 people were registering, but only 30 were declared valid. The author uses Pearson-correlation, PLS and PLS Bootstrapping in analyzing the data. The results obtained that the perceived usefulness factor in the concept map is the factor that has the highest influence on student attitude. While the perceived service quality element is not directly influence on student attitude. Meanwhile, perceived ease of use factor has positive influence towards student attitude. It can be concluded that students will continue their learning activity with the use of the moodle concept map as a learning platform and method in learning Swift programming language.

    摘要 i ABSTRACT ii ACKNOWLEDGEMENT iii TABLE OF CONTENTS iv LIST OF FIGURES vii LIST OF TABLES ix CHAPTER 1 INTRODUCTION 1 1.1. Background 1 1.2. Research Questions 3 1.3. Research Scope 3 1.4. Research Purposes 3 CHAPTER 2 LITERATURE REVIEW 5 2.1. Data, Information, and Knowledge 5 2.1.1. Knowledge Visualization 8 2.2. Learning 10 2.2.1. Online learning 12 2.3. Concept Maps: A Knowledge Visualization Tool 13 2.3.1. The basic concept in concept maps 15 2.3.2. Concept map tool: as a new technology in improving teaching and learning 17 2.4. Programming Education 18 2.4.1. The problem in learning programming 19 2.4.2. Improvement in learning programming 22 2.5. Moodle: Learning Management System 23 2.6. Attitude 26 2.6.1 Technology Acceptance Model: TAM 28 2.7. Quality 30 2.7.1 Service Quality (SERVQUAL) 31 CHAPTER 3 RESEARCH FRAMEWORK, HYPOTHESIS, AND METHODOLOGY 34 3.1. Proposed Research Model 34 3.2. Hypothesis 35 3.3. Research Methodology 37 3.3.1. Research Design 37 3.3.2. Sample 39 3.3.3. Data Collection Method 40 3.3.4. Questionnaire and Measurements 40 CHAPTER 4 IMPLEMENTATION OF MOODLE AND CONCEPT MAP 46 4.1. Introduction of Moodle Learning Management System 46 4.2. Introduction of Swift Code Examples and Swift Online Simulator 49 4.3. Introduction of Concept Map 53 4.2. Swift Programming Language Concept Map 55 4.2.1. The introduction of iOS development and basic Swift knowledge 56 4.2.2. Swift actions and functions 60 4.2.3. Swift views, visuals, audio and video 62 4.2.4. Swift core data 65 4.2.5. Start developing an iOS app 66 4.3. Implementation of Concept Map in Learning 68 4.3.1. Planning 68 4.3.2. Learning Process 68 4.3.3. Evaluation 71 CHAPTER 5 DATA ANALYSIS AND RESULTS 72 5.1. Demographic Characteristic 72 5.2. Control Variable 74 5.3. Measurement model 74 5.4. Hypothesis Testing Results 78 5.5. Result Discussion 79 5.5.1. Student Attitudes 79 5.5.2. Learning outcomes 79 CHAPTER 6 CONCLUSION 81 6.1. Summary of Findings 81 6.2. Research Contributions 82 6.3. Limitations and Future Research 83 REFERENCES 84

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