- 學位論文
利用派翠網路建立學習診斷模型以進行學習回饋
Applying Petri Net to Building Learning Diagnostic Model for Providing Learning Feedback
摘要
隨著網際網路與電腦科技的進步，線上的虛擬教室能對傳統教學提供了更多樣化的輔助工具。藉由遠距教學技術的發展，可以將相關的學習技術與理論應用在線上的學習平臺，如學生的迷思概念診斷，或學習回饋等。而這些應用主要的目的，即為增進學生在線上學習的成效。 本論文中提出了以派翠網路去模擬學生在學習活動的學習過程之模型，並在該學習活動模型上加入了回饋的機制。在回饋機制中，回饋有兩種方式：一種為基本回饋，回饋給學生的訊息為一些基本學習資訊，如學習活動名稱、活動進行時間等；另一種為進階回饋，除了前面所提到的基本學習資訊外，此回饋亦會提供與學習課程內容相關的訊息。除此之外，也根據學習過程模型與回饋機制模型設計了一學習計劃表給教師，方便教師設定學習活動模型的流程控制與回饋的參數。 根據以上的學習流程模型與回饋機制，本論文進行了以迷思概念診斷為回饋訊息的進階回饋實驗，主要為分析回饋是否有效，以及回饋方式對不同程度學生的效果。以T檢定的方式對不同實驗分組間進行檢定以驗證假設。並以偏序圖表示進行檢定後所產生的矩陣，以看出各實驗組別間的關係。實驗的結果證實回饋確實對學生學習有效，且回饋次數越多回饋效果越顯著。並發現基本回饋較適合程度好的學生，而進階回饋對程度較差的學生成效較為顯著。
並列摘要
Because of the speed development of Internet and computer science, virtual classrooms on Internet provide more various assistant tools for the traditional classroom. These assistant tools, such as learning feedback and learning diagnosis, could help teachers managing student’s learning status and give students more efficient information when they finish a stage of learning. In short, these learning techniques applied in e-learning platform are used for enhancing the learning effect of students. This thesis proposed a method for modeling the learning process of students. Petri net is used for presenting the process of learning activities. A feedback service module is also designed in this research. The feedback service gives two types of feedback function. One is basic feedback function, which sends basic learning information to students, such as learning activity name, activity time, and so on. The other is advanced feedback function, which not only supports basic learning information but also offers part of learning material data. To make this feedback service easy for teachers to operate, a friendly interface is important in the system design aspect. The learning planner is developed for this purpose and has a control panel for managing parameters in both learning process and feedback service. This learning planner could help teachers operating feedback services of different learning activities and give students information about their learning progress. In the end, this learning process model with feedback service is experimented and integrated with misconception diagnosis as the advanced feedback information. The main purpose of this experiment is to analyze if the feedback is effective to students and which kind of feedback function is suitable for different grades of students. The analysis method used in this research is T-test, which is used for verifying the effect of feedback; and partial ordering graph, which is used to observe the result of the data tested by T-test. Two major results are found in these analyses. One is that the effect of feedback would be more notable when the feedback service is given continuously. The other shows that the two types of feedback function, the tips of basic feedback and the diagnostic misconception of advanced feedback, have different effect to students of different grades.