非領域相關之電腦輔助自我解釋系統之設計與實作

Design and Implementation of content-free computer support for Self-Explaining

梁宏達(Hung-Ta Liang)

指導教授 ： 周志岳

元智大學/資訊學院/資訊工程學系/碩士(2007年)

https://doi.org/10.6838/YZU.2007.00303

摘要

自我解釋指學生在閱讀教材時學生所產生的解釋，而自我解釋行為是對學生學習有所幫助的知識建構的活動。過去的研究也發現由教師提供提示給學生能促進自我解釋。然而過去大部分的研究都把焦點放在口語的自我解釋研究。本研究旨在探討非領域相關電腦輔助機制在自我解釋的成效，包括全文閱讀並支援自由輸入自我解釋的電腦介面以及非領域相關的提示。結果顯示在提示的協助下有助於學生產生自我解釋，而且使得學生在研讀類似的應用問題上會學得比較好。此外結果也顯示一般性的提示與特定的提示，都能帶給學生解決領域知識上相似問題能力的提昇。

關鍵字

自我解釋 ； 非領域相關

並列摘要

Self-explaining, which asks students to generate explanations while reading a text, is a self-constructive activity and is helpful for students’ learning. The studies also revealed that human tutor’s prompts promote students’ self-explanations. However, most studies of self-explaining focus on spoken self-explanations. This study investigates the effects of content-free computer support on self-explaining, including a full-text reading and typing self-explaining computer interface and content-free prompts. The results showed that typing self-explaining, particularly when prompted, makes students perform better in applying target knowledge to similar problem. In addition, this study uses the computer as a learning companion to provide prompts without understanding the content of students’ self-explanations. The results showed that content-free and content-related prompts both make students perform better in applying target knowledge to similar problem.

並列關鍵字

self-explanation ； content-free

參考文獻

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