ARCS 動機模式下雙協作式問題與專題導向學習於「經濟學」課程革新教學實踐研究

Abstract

本計畫以ARCS動機模式、依學習成效高低配改良式異質分組協作，雙協作式問題導向學習法設計貼近生活CPBL作業，設計思考與AI設計CPBL期末報告題目，經濟工具箱，互動式教學法、一分鐘論文，海洋教育演講與海洋經濟專章，傳統作業與期中考，提高學習興趣。 經期初與期末Rubric問卷與多種統計檢定發現，學生期末比期初，創新課程可統計顯著提升解決生活的經濟問題、可完成ARCS學習法之ARC部分（激發學習興趣（吸引力）、有價值（相關）、對學習有自信（信心）），努力程度提高、總體表現提高，勇於提出問題、會蒐集分析資料，延伸到自己的其他課程的積極度，認同翻轉評分與除CPBL外所有的創新教材教法，但亦喜歡傳統作業與傳統考試。期末時，多元性別、年級與高中領域在期末較無學習成效差異，在不同國籍與不同高中入學方式則多有顯著多元背景差異，而在學期間有打工學生之學習成效較高。 同學肯定可提升學習經濟學理論與生活實務結合能力，提升教學品質，變得有趣、肯定學生主導協作、亦喜歡傳統教學法，肯定Kahoot!與桌遊、評分權轉移到學生獲得好評，學生建議續辦，但CPBL作業過難，分組協作難避免free-rider問題。本創新課程可解決個人經濟學教學現場問題，輔導多元背景學生，適合導入大學經濟學課程採用。 Observing the major problems generated by the teaching field of the Economics course which will generate several education mismatch for students. After long-term self-reflection, this study uses the ARCS learning model, the modified Double Collaborative Problem-Based Learning (Double CPBL) to design economic assignments, and uses the design thinking tool and the AI (ChatGPT or Gemini) to support to determine the topic of the final report. Paired with the “Economic tool box”, students are grouped heterogeneously for collaborative learning, and interactive teaching methods, such as Kahoot!, economic board games, one-minute paper, one speech of marine education by professor Hsu, two lectures of ocean economics, and also traditional assignments and mid-term examination, to enhance learning interest and performance. Students are interviewed multiple times in a rolling manner to help adjust the teaching content and progress in real-time. The grading ratio of students and teaching assistants is increased by one-third, and care is given to students with diverse backgrounds to solve problems in the teaching environment. Opinions are collected through two Rubric questionnaires and end-of-term interviews to study whether this course can statistically significantly improve the motivation and effectiveness of learning economics under the diverse backgrounds of students. The results reveal that, from the beginning to the end of the term, the innovative course can statistically significantly improve learning motivations and outcomes, the ability to apply statistics to solve life problems of economics, the suitability of introducing innovative teaching methods in the course, and the overall learning performance and hard-working, raising questions, collecting and analyzing data, extend to other courses, accomplishing the ARC parts of the ARCS model, at the end of the term is significantly higher than at the beginning. In terms of diverse backgrounds, there is a statistically significant difference between nationalities and high school admission pathways. Students who work part-time tend to achieve better learning outcomes. Students affirm that this project can enhance the ability to combine economic theory with their real life, improve the quality of teaching, make learning interesting, increase participation, like Kahoot! but not CPBL assignments, hard to prevent free-rider members, and some students tend to learn by traditional teaching methods. The transfer of grading power to students and teaching assistants have been well received, and students suggest continuing the project is better. In summary, this innovative course can indeed solve problems in the field of economic teaching. The learning situation of students with diverse backgrounds can also be assisted and counseled through this research, making it suitable for adoption in university economic courses.