學習科技研究之文獻計量分析

近年來國內外學習科技蓬勃發展，促成教師教學與學生學習模式的改變，有了學習科技的應用，讓學生能夠不受時間、空間的限制進行學習，即使是在教室中的教學與學習，有了與學習科技相關軟硬體設備的輔助，能夠增添教學的樣貌。本研究使用Web of Science資料庫進行文獻查找與蒐集，除了應用WOS中的統計資料外，也將WOS資料庫中的書目資料，匯入VOSviewer中，進行學習科技研究關鍵字之數量分析、共字網絡分析、共被引網絡分析、作者科研合作網絡分析、科研合作作者國家/地區分布之網絡分析，另外也將WOS中的書目資料匯入CORPRO庫博中文獨立語料庫分析工具，以進行各年代區間學習科技研究關鍵字之顯著性分析。本研究結果發現學習科技研究具有跨領域特性，而近二十年學習科技研究蓬勃發展且越趨多元，可以依序分為2000年至2004年的學習科技研究奠定時期、2005年至2009年學習科技研究科技發展時期、2010年至2014年學習科技研究整合研究時期、2015年至2019年學習科技研究多元發展時期，而學習科技研究之層面可以分為技術層面、教學者層面、使用者/學習者層面、研究者層面共四層面，此外，本研究也發現學習科技研究作者合作之國家/地區分布多具有地緣性的連結。本研究也建議後續的研究者可以聚焦於近十年學習科技研究，並將年代區間的設定縮短，另外可以特別關注2020年學習科技的發展狀況，並也能夠以臺灣之學習科技研究發展趨勢進行分析與討論。

關鍵字

學習科技；文獻計量分析

並列摘要

Recently, learning technology at home and abroad have developed vigorously, which has led to changes in teacher teaching and student learning models. With the application of learning technology, students can further study without the constraints of time and space. Even for teaching and learning in the classroom, as long as it is equipped with the assistance of learning technology related hardware and software equipment, it can increase the appearance of teaching. Web of Science database is used in this study to search and collect bibliographic data. In addition to applying the statistical data in WOS, the bibliographic data in the WOS database is further imported into VOSviewer for quantitative analysis, co-keyword network analysis, co-citation network analysis, co-authorship network analysis, co-author’s country/region distribution network analysis of related keywords of "Learning Technology Study". On top of that, this study also imported the bibliographic data in WOS into CORPRO, so as to carry out the significance analysis of the keywords of learning technology study in different periods. It can be inferred from the results that learning technology study has cross-disciplinary characteristics. Meanwhile, in the past two decades, the research and development of learning technology have developed in depth and become more and more diverse. Such a development process can be divided into the lay period of learning technology study from 2000 to 2004, the technology development period of learning technology study from 2005 to 2009, the integration research period of learning technology study from 2010 to 2014, and the period of multiple development of learning technology study from 2015 to 2019. As for the aspects of learning technology studies, they can be divided into four aspects: technical level, teaching level, user/learner level, and researcher level. What's more, this study also found that the geographical distribution of the co-authorship of learning technology study is often geographically linked. In response to the research results, this study suggests that subsequent researchers can devote themselves to the study of learning technology in the past decade, and shorten the setting of the chronology. In addition, future research can pay special attention to the development of learning technology in 2020, and can also conduct in-depth analysis and discussion based on the development trend of learning technology studies in Taiwan.