輔助自我解釋之學習同伴提示機制之研發

Investigation of Learning Companion's Prompting Mechanisms for Self-Explaining

詹凱傑(Kai-Jie Jan)

指導教授 ： 周志岳

元智大學/資訊學院/資訊工程學系/碩士(2009年)

https://doi.org/10.6838/YZU.2009.00183

摘要

過去許多自我解釋的研究已經證實自我解釋能幫助學生在學習過程中獲取更多新的知識並增加學生解決問題的學習成效。但並不是每位學生都是良好的自我解釋者，所以如何透過一些輔助機制來提升學生的自我解釋成效是許多學者的研究議題。現有輔助自我解釋的機制大致分為自我解釋訓練與提示兩種，由於目前自我解釋提示策略是尚有待研究的議題，所以本研究在自我解釋的學習過程中利用學習同伴擔任提供提示的角色。本研究研發不同的學習同伴來提供不同的提示機制，包括「每次提供」、「依需求提供」、「依照自我監測工具使用結果」三種不同的提示策略與「領域相關」和「非領域相關」兩種提示內容。本研究並且開發了一個自我解釋學習環境編制系統讓老師編輯出自我解釋學習環境，包括設定具備不同提示機制的學習同伴。本研究也探索學生對不同學習同伴提示機制的喜好，將教材內容分為五部份並搭配不同的提示策略與提示內容，讓學生經歷不同學習同伴的提示機制。本研究利用系統紀錄以及問卷來探索學生對不同學習同伴提示機制的喜好與意見。結果顯示大部分學生較喜歡「依需求提供」提示策略，也就是自己掌控學習同伴是否提供提示與否。另外大部分學生也較喜歡「領域相關」的提示。

關鍵字

自我解釋 ； 提示 ； 學習同伴

並列摘要

Self-explaining has been proved to be beneficial for learning; however, some students cannot self-explain well without training or prompting mechanisms. Researchers proposed many prompting mechanisms, but little research compared these mechanisms. This study developed three learning companions to provide different prompting mechanisms, including three prompting strategies and two kinds of prompting content. This study also created an authoring tool for teachers to build a self-explaining environment and set up the learning companions to provide prompts. This study also investigated the preference of students on different learning companions’ prompting mechanisms through the questionnaire and system record. The results show that most students preferred to the learning companion, which provides prompts when students ask for. In addition, most students also preferred content-related prompts.

並列關鍵字

Self-explaining ； prompting ； learning companion

參考文獻

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