基於遺忘曲線理論之複習提醒偵測系統開發與實作：以均一教育平台為例

大規模開放式線上課程 (MOOCs) 是最近國內外興起的一種數位學習模式，在台灣則有均一教育平台等網站提供大規模開放式線上課程。學生在均一等MOOCs平台上學習的內容若不進行複習等重複的學習和記憶，可能會因為時間久了等因素而遺忘，然而均一教育平台尚未有替學生主動安排複習時機的機制，學生要在什麼時候進行複習是讓學生自行決定，若在學習過後很長一段時間才複習，可能已幾乎遺忘學過的內容，使得回憶需要更多的時間。故本研究提出一個複習提醒系統，根據學生在學習時的表現，推測學習者對學習內容的遺忘曲線，並據此決定未來複習的時間與複習的內容。本研究使用基於科技接受模型2 (TAM2) 的研究模型探討使用本系統的使用者行為，實驗結果顯示工作關聯性、產出品質、成果展示性會正向影響使用者對系統的認知有用性，認知易用性、認知有用性會正面影響使用者對系統的使用意圖。而主觀規範與使用意圖、主觀規範與認知有用性、認知易用性與認知有用性則因為兩變項間彼此沒有達到顯著相關，因此顯著關係並不成立。

關鍵字

大規模開放式線上課程；科技接受模型

並列摘要

Massive open online courses (MOOCs) offer schools around the world an innovative online learning experience to students; in Taiwan, there exists Junyi Academy and other MOOCs providers. While students will forget what they learn on Junyi Academy or other MOOCs platform if review process is not performed after a period after they finished learning, Junyi Academy has yet have a mechanism knowing and notifying student when a review is required. Thus, this study proposed a review reminder system, which determines times, and periods of reviews expected for students learning on MOOCs platform, this system schedules review notification and generates review content after students’ finished learning activity. A research model adapted from TAM2 used to explain acceptance of the system. The results partially confirm the model: job relevance, output quality, result demonstrability positively impact on perceived usefulness, while perceived ease of use, perceived usefulness positively influence intention of users toward the system.

並列關鍵字

MOOCs ； Technology Acceptance Model

參考文獻

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Baturay, M. H. (2015). An Overview of the World of MOOCs, Procedia - Social and Behavioral Sciences, 174, 427-433.

國際替代計量

基於遺忘曲線理論之複習提醒偵測系統開發與實作：以均一教育平台為例

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