自我監測工具輔助自我解釋之設計與實作

Design and Implementation of Self-Monitoring Tools for Self-Explaining

許時傑(Shih-Chieh Hsu)

指導教授 ： 周志岳

元智大學/資訊學院/資訊工程學系/碩士(2008年)

https://doi.org/10.6838/YZU.2008.00155

摘要

自我解釋是能夠適用在各種不同知識領域，且具有相當成效的自我建構學習活動。目前相關研究已證實經由事先的訓練和自我解釋後的提示對於自我解釋具有正面的影響，但仍缺乏在自我解釋時的輔助工具，而相關研究也發現產生較多自發性自我監測行為的學生有較好的自我解釋成效。本研究開發輔助自我解釋之非領域相關自我監測工具，並探究藉由自我監測工具是否能協助學生進行自我解釋。本研究也將探究從自我監測工具所收集到的自我監測資料是否可作為學生進行自我解釋學習成效的參考指標。實驗將學生分作純自我解釋組、教材了解程度自我監測選單之自我監測組，以及教材了解程度與自我解釋方法自我監測選單之自我監測組，結果顯示三組學生雖然在學習成效未產生顯著的差異，但對於教材皆有一定幅度的進步。根據學生的問卷結果顯示部分學生認為自我監測工具有助於他們進行自我解釋學習活動。此外實驗結果也發現教材了解程度的自我監測結果和學生的學習成效有高度的正相關性，表示能夠精確地監測自己在學習上理解程度的學生有較好的學習成效。

關鍵字

自我解釋 ； 自我監測 ； 非領域相關

並列摘要

Self-explaining is an effective self-constructive activity that can be used across various domain knowledge. Previous studies have shown that prompts and pre-training can improve students’ self-explanations and performance. However, it still lacked for some assistance while self-explaining. Previous studies also indicated that the students with more spontaneous self-monitoring behaviors in self-explaining performed better in posttest. This study developed domain-independent computer supported self-monitoring tools for self-explaining. This study examined the effects of providing self-monitoring tools to encourage students monitoring their own understanding while self-explaining. The study also investigated the relationship between collected self-monitoring data and self-explaining. Results showed that the effect of learning performance was not significant different between groups, but students learned through self-explaining in all groups. However, the questionnaire data revealed that some students considered self-monitoring tools helpful for self-explaining. In addition, the results also revealed the highly correlations between the self-monitoring data and learning performance.

並列關鍵字

self-explaining ； self-monitoring ； domain-independent

參考文獻

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