目前適性化學習研究大多針對學生的喜好與興趣進行分析,較少考量到學生自身的基本能力與課程的關聯性,本研究根據崑山科技大學所訂定的資訊基本能力指標,建立10個單元的數位教材,並考量學生程度與單元關聯性,利用基因演算法進行適性化的課程單元排序,讓學生可以依推薦順序瀏覽教材。課程內容的設計是根據教學設計模式ADDIE來進行,並使用多媒體工具FLASH進行課程內容的設計,以增加課程的趣味性與互動性。本研究與南部地區的兩所大學進行合作,挑選出168名學生進行實驗,研究結果顯示學生的資訊基本能力在瀏覽適性化教材後有明顯的進步,課程滿意度問卷則指出多媒體的課程內容設計方式與適性化教學能有效的提升學生的學習意願。
Internet has changed the study method. Surfing into the internet becomes the most popular way for students to collect data. However, too much information is worse than no information. In this research, basic IT ability e-course have been developed and divided into 10 units according to the “IT Ability Requirements” defined by Kunshan University. Genetic Algorithm was used in this adaptive system to produce personal course unit sequences considering students’ ability and the unit correlation. Students can follow the recommended unit order to study the course. The e-course materials are designed according to ADDIE design model. In order to enhance the learning interests and interaction for students, FLASH, a multimedia tool, has used to design the course materials. 168 students from universities in the South area participated in the course learning performance experiment. Research results indicate that test is comparatively better performed after finishing studying the adaptive materials. Students are also highly satisfied in multimedia tools and the adaptive material as stated in Satisfactory Questionnaire.