- 學位論文
情境感知的學習路徑規劃
Planning a Context-aware Learning Path for Students According to Their Misconceptions
摘要
隨著資料科技的發展與網際網路的普及，新興的教學方式也突破了以往空間與時間的限制，我們稱之為數位學習。電腦輔助教育(Computer-Assisted Instruction，CAI)、電腦輔助訓練(Computer-Based Training，CBT)、電腦輔助學習(Computer-Aided Learning，CAL)等多種不同階段的學習法也隨之崛起。數位學習所強調的是隨時隨地的學習方式，但是卻仍被限制於有線的網路，而學習者也僅能在固定的地方進行學習的活動。行動學習的發展拓展出了另外一個學習的紀元，讓學習者利用RFID、GPS或是無線網路，進行學習的活動。 現在大多數學生的學習方式偏重於記憶的方式，所獲得的學習資訊多為老師所提供的圖片或是課本中的解說資料，也因此對於學習的成效往往很難有太大的幫助。以生物科中的植物觀察為例，若學生能進行行動學習，以親身體驗、接觸與觀察的方式，了解老師課堂中所提到的學習植物，也許能夠讓學生對於其所迷思的學習概念產生深刻的印象，進而改善學習的成效。 無論所採用的數位學習是網路或是行動學習的方式，對於評估學習者的學習概念都是重要的一環。概念圖是一種普遍拿來衡量學習者學習成就的比較方式。老師可藉由與學生概念圖的比對，系統衡量出兩人對於各個學習植物的了解(Closeness)程度；還有各個植物中概念的迷思程度(Misconception Degree)，做為在實際觀察的學習順序。 在本篇研究當中，系統將會針對學習者對各個學習物件的學習成果以及在實際行動學習環境中的距離規劃情境感知的學習路徑。學生根據系統所產生的引導與安排，在實際的生活環境當中，進行行動學習。
並列摘要
Computer and Internet technology have been very popular nowadays. Actually, computer and Internet also used in education, which is called e-Learning. There are many systems for different learning phases such like Computer-Assisted Instruction (CAI), Computer-Based Training (CBT), and Computer-Aided Learning (CAL). But, the most related works talked about are still limited indoors learning activities. It is not good enough to students. Learning should be able to do at anytime and anywhere without restriction. Therefore, mobile learning comes out and had been developed with new technologies such like RFID, GPS and wireless networks. Therefore, if students get bad grades course and with bad method just to remember the content or the picture about what they do not actually know in the book such like vegetation learning in the biology, they could do mobile learning. Students could remedy their weakness parts in real learning environment via a campus tour and they might be able to improve their learning effect with observation. To feel, touch, smell real learning materials might make students get a much clear view for their misconceptions in mobile learning environment. No matter what kind of teaching strategy (traditional learning, e-learning or mobile learning), teachers always want to know the research issue which is what students think in their mind. Teachers also interest in how to check what the facts or lectures students understand. Therefore, a knowledge structure which called concept map is used to describe the concepts and relations between concepts are proposed. Teachers could get a clear view about the knowledge and concepts in students’ mind via observing students’ concept map. In this paper, a context-aware learning path will be generated to do remedial studying in real learning environment for students. Students might increase their learning motivations and improve the learning effect as they doing learning personally with experience. There are two problems when students studying in mobile learning environment, which are what the concepts students might need and where should they study the vegetation in the campus tour.
參考文獻
延伸閱讀
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