支援自我解釋之動態提示機制之研發與評估

自我解釋在以往的研究中已經被證實能夠增加學生的學習成效，但是學生之自我解釋學習成效存在個體差異。自我解釋的相關研究顯示有一些輔助的方法可以提升學生們的自我解釋學習成效，本研究採用提示來輔助進行學生自我解釋。以往研究者設計了很多不同的提示方法，但較缺乏動態化提示之研究。動態化提示是根據學生的不同狀況給予不同的提示內容。本研究旨在研發一套針對自然語言自我解釋之動態化提示機制，此機制允許學生自由地透過打字輸入自然語言形式之自我解釋，並且該學生自我監測其對教材的了解程度。系統分析學生的自我解釋內容和自我監測結果來判斷提供提示的位置和內容，藉以達到動態化提示的目標。本研究研發了四個子機制來達成支援自我解釋之動態化提示機制：自我解釋種類辨識規則、自我解釋種類辨識機制、自我解釋種類和自我監測結果之提示需求排序機制、以及自我解釋提示內容機制。本研究針對各種自我解釋類型共建立了250條自我解釋種類辨識規則，實際測試結果顯示這些辨識規則平均可達到約74%的辨識正確性。本研究比較動態提示和非動態提示機制的成效，結果顯示動態提示和非動態提示皆可提升學生的學習成效。然而實驗結果顯示動態提示機制可以提升學生的自我監測結果，而非動態提示機制並未改變學生的自我監測結果。總體而言，本研究所研發的自我解釋辨識機制可以成功辨識出學生大部份自我解釋的種類並藉由動態提示機制提升學生對教材的了解程度。

關鍵字

自我解釋；提示；電腦輔助學習

並列摘要

Self-explanation has been proven to increase student learning performance, but individual differences exist among students self-explaining performances. Researchers found some mechanisms helpful to enhance the performance of self-interpretations. This study adopts prompting mechanism to student self-explanation. Researchers proposed many prompting mechanisms; however, little studies focus on dynamic prompting mechanism based on student natural language self-explanations. Dynamic prompting mechanism provides different students with different prompts, including location and contents of prompts. This study aimed to develop a dynamic prompting mechanism, which analyzes student natural language self-explanations and self-monitoring on the content, to determine the location and content of prompts. This study developed four sub-mechanisms to realize dynamic prompting: recognization rules of different types of self-identification, type recognization of self-explanations, prompting requirement analysis based on self-explanation and self-monitoring results, and prompting mechanism. This study established 250 recognization rules for different types of self-explanation. The evaluation results showed that the recognition accuracy of recognization rules average is about 74%. This study also compared the effect of dynamic prompting and non-dynamic prompting. The results revealed that dynamic and non-dynamic prompting mechanisms both help student self-explanation. However, the dynamic prompting mechanism can enhance student self-monitoring results, but non-dynamic prompting mechanism cannot change student self-monitoring results. Overall, this study developed a mechanism which can recognize of self-explanation, and a dynamic prompting mechanism to provide prompts according to student self-explanation and self-monitoring results.

並列關鍵字

self-explaining ； prompting ； computer assisted learning

參考文獻

詹凱傑(2009)：輔助自我解釋之學習同伴提示機制之研發。私立元智大學資訊工程學系碩士論文。

梁宏達(2007) : 非領域相關之電腦輔助自我解釋之設計與實作。私立元智大學資訊工程學系碩士論文。

Aleven, V. & Koedinger, K. R. (2002). An effective metacognitive strategy: learning by doing and explaining with a computer-based cognitive tutor. Cognitive Science, 26, 147-179.

Chi, M. T. H., Bassok, M., Lewis, M., Reimann, P., & Glaser, R. (1989). Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science, 13, 145-182.

Chi, M. T. H., de Leeuw, N., Chiu, M.H., & LaVancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18, 439-477

國際替代計量

支援自我解釋之動態提示機制之研發與評估

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