以實境解謎對比實例帶入法於人工智慧課程中數學焦慮降低與學習成效提升之研究

Abstract

隨著深度學習技術的迅速演進，人工智慧（AI）已進入高速發展階段，成為現今教育與產業不可或缺的核心知識。然而，人工智慧之基礎原理多以數學為根基，無論是神經網路中的感知器模型，或其他AI演算法，皆需理解符號運算與抽象邏輯推理，對於部分學生而言，常引發數學焦慮，並可能影響其學習成效。因應此挑戰，本研究探討以實境解謎教學對於學生數學焦慮緩解與學習成效提升之影響。本研究設計與實施了三次實境解謎教學活動，其中兩次聚焦於人工智慧之數學基礎；另安排一次傳統數學教學中引入實例進行對照教學。研究採用量表問卷與學習成績評量為主要工具，於課程前、中、後共進行三次數學焦慮評量。經由篩選排除未完成三次測驗者及正反向題目失衡樣本後，共回收55份有效收測者樣本。結果顯示，實境解謎教學數學並不會提高學生的數學焦慮。然而，在以計算為主的測驗時，學生的焦慮感仍有升高。此外，研究發現，長期數學焦慮與學習成就呈低度負相關（r < -0.2），而短期焦慮則與成就呈低度正相關（r > 0.2），顯示適度焦慮可能具有正向驅動效益。數學焦慮與課程綜合表現並無顯著相關性。本研究發現，數學焦慮未必全然為負面因素，適當的教學設計，特別是結合遊戲化與重理解導向的實境解謎教學，對於降低學生在面對數學概念時的抗拒與焦慮，具有正向效果，亦有助於促進學習成效。 With the rapid advancement of deep learning technologies, artificial intelligence (AI) has entered a stage of accelerated development and has become an essential domain in both education and industry. However, the fundamental principles of AI are deeply rooted in mathematics. Whether it is the perceptron model in neural networks or other AI algorithms, understanding symbolic computation and abstract logical reasoning is essential. For some students, this mathematical foundation often triggers math anxiety, which may negatively impact their learning performance. To address this challenge, the present study investigates the effects of real-world puzzle-solving learning on alleviating students’ math anxiety and enhancing learning outcomes in an AI course. The study implemented three gamification teaching activities, two of which focused on the mathematical foundations of AI. Additionally, one traditional math teaching session incorporating contextual examples was conducted as a comparative condition. A combination of standardized math anxiety scales and academic performance assessments was employed. Measurements were conducted at three points: before, during, and after the instructional intervention. After excluding participants who did not complete all three assessments or failed to meet the reverse-scoring validity checks, a total of 55 valid responses were retained for analysis. The results revealed that puzzle-solving gamification did not increase students' math anxiety when teaching mathematical concepts. However, an increase in anxiety was observed when students faced calculation-heavy assessments, such as the final exam. Interestingly, a weak negative correlation (r < -0.2) was found between long-term math anxiety and academic achievement, while a weak positive correlation (r > 0.2) emerged between short-term anxiety and learning outcomes, suggesting that moderate levels of anxiety may have a motivational effect. No significant correlation was observed between overall math anxiety and comprehensive course performance. This study highlights that math anxiety is not inherently detrimental and may, under certain conditions, contribute positively to learning. Well-designed instructional strategies, particularly those that incorporate gamification and understanding-centered puzzle-based learning, can effectively reduce students’ anxiety and resistance toward mathematical concepts, thereby fostering more positive learning experiences and outcomes.