利用學生之難度感知進行題目分類對學生複習課程內容之影響

在學習過程中，抓住學習要領以及學習如何觀察出題目的概念和重點是重要的學習習慣，因此有目標且有意義的學習是至關重要的。對於學生來說，往往會出現一種錯誤，就是當在做題目練習時，發現此題在印象中似曾相識，但卻無從下手，而下一次在遇到相似的題目時也是一樣的遇到這種情況，那持續依照這種大量練習卻又過眼雲煙的學習方式是種「無意義的學習」。本研究著重於提供學生適性化之學習環境，因此設計了一種數位學習系統，將學生隨機分為兩組，分別為對照組(傳統組)及實驗組(難度感知組)。實驗組的部分是讓學生依照個人對題目的「難度感知」進行題目分類，並提供二階段測驗學習環境的作答系統，探討此種作法是否能夠引起學生的響應並且帶來有效的學習方式，並且與對照組相比之下會有何種差異? 實驗結果表明，再經過系統的訓練後，無論是對照組或實驗組學生，學習成就皆有顯著的提升，而兩組學習成就、動機、興趣、態度及認知負荷之ANCOVA 前後測比較分析之下，學習成就實驗組優於對照組並且有統計學上的差異，而實驗組之學習動機卻有顯著的下降，且認知負荷有顯著上升。本研究從學習成就進一步分析兩組學生之高先備知識與低先備知識之差異，ANCOVA 前後測比較分析結果顯示實驗組高先備知識群優於對照組高先備知識群。

關鍵字

適性化學習；數位學習系統；難度感知；學習成就；先備知識

並列摘要

In the learning process, to grasp the essentials of learning and learn how to observe the concept and focus of the question is an important learning habit. Therefore, the goal-oriented and meaningful learning are most important learning strategy. For students, there is often a mistake, that is, when doing the practice of the question, they find that the problem looks familiar in the impression, but do not know how to start, and the next time they encounter a similar question, they will also encounter this situation. The learning method that continues to follow this kind of practices but is too fleeting, is "meaningless learning". In this study, the students were randomly divided into two groups: the control group (traditional group) and the experimental group (difficulty perception group). The experimental group allowed students to classify the questions according to their perception of the "difficulty levels" of the questions, and provided a two-stage response system to test the learning environment to see if this approach could elicit students' responses and bring effective learning methods. The experimental results shown that after systematic training, the experimental group was better than the control group in term of learning achievement for the ANCOVA analysis. However, for the t-test of intra-group analysis, the experimental group were significant different in terms of learning motivation and cognitive load, whereas the learning motivation decreased significantly and cognitive load increased significantly. This study further analyzed the difference between the two groups of students' high and low prior knowledge from the perspective of learning achievement. For the ANCOVA analysis, the experimental group with high prior knowledge students was better than the control group with high prior knowledge students.