- 學位論文
適性化數位閃字卡對師資生教育基礎科目學習成效的影響與平台使用者經驗之研究：以 Cerego 為例
Learner Performance and User Experience of an Adaptive Digital Flashcard in Studying Educational Foundations: The Case of Cerego
摘要
隨著師培法的修訂，取得教師證的途徑變成先通過教師資格檢定考後，再進入校園接受全職實習的訓練。這意味著師資生需要在大學修業期間兼顧教檢考試的準備，才能順利應屆通過檢定考試，並和後續的教師培訓接軌。Ebbinghaus所提出的遺忘曲線理論，與依循遺忘曲線所發展出的間隔式複習，證實了人們在經過複習後，能夠有效地減緩遺忘的速率，進而讓記憶進入長期記憶區保存。本研究採用的研究工具Cerego，是一個能夠即時回饋學習者答對與否的適性化數位閃字卡工具，透過其專利演算法得出下次複習的最佳時間點，提醒每位學生到了該複習的時間，實現了替每位學習者量身打造複習規劃的適性化設計。 本研究為一準實驗前後測設計，分別為非強制使用的控制組16人和強制使用的實驗組12人。研究目的為探討適性化數位閃字卡Cerego，應用於學習教育基礎科目，對學習者學習成效的影響，並透過訪談與問卷調查平台的使用者經驗。研究結果發現：比起高成就學習者，Cerego更適合讓低成就學習者用以提升學習表現，且當Cerego使用的越多，對學習表現的提升越明顯。平台的設計能夠抑制大量練習與過度練習產生的錯覺，學習者也支持並對Cerego學習方式抱持肯定。 本研究建議，未來後續研究應擴大研究樣本數、學科範圍和檢驗Cerego對高層次認知能力的有效性，確保Cerego學習方式不受學科內容的限制，並且有助於提升高層次認知能力。另外，應建立一套有效的激勵方式，使Cerego實際運用在一般教學情境時，學生能有自主使用習慣。最後，本研究整理了來自第一線使用者的經驗，對Cerego閃字卡軟體提供了改善建議。
並列摘要
According to the latest Teacher Education Law (effective as of 2019), teacher certification requires candidates to pass the qualification examination before applying the semester-long, full-time internship. This means that the pre-service teachers need to be well-prepared for the certification examination during their university studies. Upon graduation, they should successfully pass the exam. Otherwise, they cannot fulfill the internship requirement and be certified. This study aims at supporting teacher candidates learning educational foundations via potential technology tools. Cerego, an adaptive digital flashcard application was chosen due to it grounded the application on two critical learning theories: The forgetting curve theory proposed by Eddinghaus, and the Spaced Repetition developed from this theory. The theory proposes that, when appropriate reviewing effort is reached, learners could significantly slow down the rate of forgetting, and store memories into the long-term memory. Cerego provides instantly feedback, reminds users of the best time to review based on its proprietary algorithm, and makes adaptive learning a reality for every single user. This study was a quasi-experimental pretest-posttest design, consisting of 16 people in the non-forced control group and 12 people in the forced experimental group. The purpose of this study was to explore the effect on users’ learning outcomes when adaptive digital flashcard Cerego was applied to learn educational foundations. User experience was also investigated through interviews and questionnaires. The study found that Cerego better supported low-achieving learners to improve learning performances than high-achieving ones, and the more Cerego was used, the more obvious improvements were obtained. The design of the Cerego platform helps suppress the illusion of massed learning and overlearning, also the users had positive attitude toward using Cerego as a method of studying foundational courses. Our study suggests to conduct further studies in larger scale, namely collecting more research subjects across disciplines, to ensure the robustness of learning effects through Cerego. Moreover, we may examine if high-level cognitive skills can be improved after learning with Cerego. Additionally, an effective incentive should be developed to encourage students using Cerego as their learning habits.