學習專注力監測提醒系統對於提升網路學習課堂教學成效之影響研究

A Study on Assessing the Effects of Attention Alarm and Monitoring System on Promoting Web-based Learning Performance

郭建成(Jian-Cheng Guo)

指導教授 ： 洪欽銘 ； 陳志銘

國立臺灣師範大學/科技學院/工業教育學系/碩士(2012年)

摘要

隨著學習科技的蓬勃發展，不但改變了傳統課堂的學習模式，教學方式也越來越多元，藉由科技輔助教學，可讓學習者進行更多元且有效的學習。本研究基於NeuroSky(神念科技)公司所開發的Mindset腦波耳機偵測學習者的注意力，進而利用該公所提供的API發展1對20多人腦波注意力監測及提醒系統，用於輔助網路同步課程學習，幫助教師和課程助教掌握學習者在課程過程中的學習專注情況，以幫助課程助教在學習者較不專心時，給予適當的注意力提醒，以提昇學習者網路同步課程的學習專注力，進而提昇其網路學習成效。

為了探討有無採用1對20多人腦波注意力監測及提醒系統，對於網路同步課程學習之學習專注力及學習成效影響，本研究規劃實際教學實驗進行驗證，並以新北市三峽國民中學七年級五個班級合計148位學生為實驗對象。研究發現兩組學習成效皆達顯著提升，但有採用1對20多人腦波注意力監測及提醒系統的實驗組學習者，其學習成效及課堂學習專注力均顯著優於未採用1對20多人腦波注意力監測及提醒系統的控制組學習者。此外，本研究所發展1對20多人腦波注意力監測及提醒系統對於提升女性學習者的學習成效及專注力顯著優於男性學習者。並且有無採用本研究所發展的1對20多人腦波注意力監測及提醒系統支援網路同步課程學習的實驗組與控制組學習者，其學習專注力與學習成效均具有顯著正相關，並且具有可預測的線性迴歸關係。但是採用本研究所發展的1對20多人腦波注意力監測及提醒系統支援網路同步課程學習的實驗組學習者，其學習專注力與學習成效的相關度與可預測性均高於未採用1對20多人腦波注意力監測及提醒系統支援網路同步課程學習的控制組學習者。顯見本研究所開發的1對20多人腦波注意力監測及提醒系統，有助於幫助學習者更積極專注於學習，進而提升網路同步課程學習的學習成效。

關鍵字

學習注意力 ； 學習成效 ； 網路同步課程 ； 腦波注意力監測及提醒系統

並列摘要

With the vigorous development of learning technology, not only changed the traditional classroom mode of learning, more and more diverse teaching methods,allows learners to more diverse and effective learning through technology-assisted teaching. This study is based NeuroSky developed by the company Mindset EEG headset to detect the learner's attention, and thus the development of the API provided
by the hall more than 20 EEG attention monitoring and alert system for the auxiliary network of synchronous courses to help teachers and curriculum assistant to master the
learning of learners in the curriculum process to focus on to help the course teaching assistant in the learner more inattentive, to give appropriate attention to remind, to
enhance the learner network synchronization course learning concentration, to enhance the effectiveness of online learning.
1 pairs the brainwave attention of more than 20 monitoring and alert system in order to explore the concentration and learning outcomes affect the learning of network synchronization course, the planning of actual teaching experiments to verify and seven junior high schools in New Taipei City, Three Gorges Total 148 students in grades five classes as experimental subjects. The study found that two sets of learning outcomes are significantly improved, but the concentration of the effectiveness of
brainwave attention of more than 20 monitoring and alert system in the experimental group learners, their learning and classroom learning are significantly better than not
using one pairs 20 more than the brainwave attention monitoring and alert system, the control group of learners. In addition, developed in this study more than 20 EEG
attention Monitoring and alert system for enhancing the effectiveness of the female students' learning and attention significantly better than male learners. And whether developed in this study the brainwaves attention of more than 20 monitoring and alert system support network synchronization courses to learn the experimental group and
control group learners, their learning attention span and learning effectiveness has a significant positive correlation, and with a predictable linear regression relationship.
But developed in this study of the brainwave attention of more than 20 people to monitor and to remind the system support network synchronization courses in the experimental group learners, learning, concentration and learning effectiveness,relevance and predictability are higher than those without adopt the 1 brainwaves attention of more than 20 monitoring and alert system support network
synchronization course, learning control group of learners. Obvious in this study developed more than 20 brainwave attention monitoring and alert system to help to help learners a more active focus on learning, to enhance the effectiveness of learning course of network synchronization.

並列關鍵字

attention ； learning performance ； network synchronization course ； attention monitoring and alert system

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