大學生使用教學影片推薦系統於不同排序演算法之學習成效

本研究旨在探討將教學影片推薦系統，融入排序演算法補救教學中，學生的學習成效是否可以獲得提升。結果顯示在氣泡排序、選擇排序、插入排序這些基本演算法中，學生依照推薦的教學影片自學之後，補救學習的成效並未再提升。進一步探討原因是在學生先備學習成效中，氣泡、選擇、插入這三項基本排序法就已經學的比較好。然而另外二個效能較好的排序法對學生而言相對複雜，透過推薦系統針對個別需求提供教學影片加強以後，學生在快速排序以及堆積排序都有顯著進步。因此，未來不論在翻轉教學或是補救教學上，影片的推薦機制是有其實用價值，不只可以針對學生弱點補強，而且可以避免高成就學生花時間在不需要再重覆的項目上面，也可以加強低成就的學生針對弱點補強。

關鍵字

教學影片；推薦系統；排序演算法；學習成效

並列摘要

This study explored the learning effectiveness of the students using a recommendation system of instructional videos for the remedial teaching of the sorting algorithms. The results showed that the learning effectiveness of the students learning bubble sort, selection sort, and insertion sort did not have significant progress after they used the system for self-learning. The study further found out the reasons and then figured out that the prior knowledge of the students in the three sorting algorithms, bubble, selection, insertion, was significantly better than the prior learning effectiveness of the students in the other two sorting algorithms which were quick sort and heap sort. However, the two sorting algorithms, quick and heap sorts, whose efficiency outperforms the other three sorts were relatively difficult for the students. After the students used the recommendation system of the instructional videos for the remedial teaching of the five sorting algorithms, the students improved their learning effectiveness remarkably. Therefore, the recommendation mechanisms for flipped teaching or remedial teaching are of vital importance so that the high-achievement students will not put emphasis on the parts which they have known and the low-achievement students will have obvious learning goals to reach and learning content to overcome.

並列關鍵字

Instructional video ； recommendation system ； sorting algorithm ； learning effectiveness

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大學生使用教學影片推薦系統於不同排序演算法之學習成效

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