本研究旨在探討無所不在學習環境對資管系大一學生學習計算機概論課程的學習成效影響。基於「無所不在學習環境」能夠讓學生在任何的地點、任何的時間,透過任何的裝置進行無縫式的學習,並且可以透過無線網路的使用,在學習遇到困難時,可以隨時進行線上的問題發表,以期增進學生學習的成效。 研究步驟上,首先為系統建置,由於現今的學習大環境中,尚未有完整的無所不在的環境感知功能,因此系統改寫SCORM Sample RTE 加入環境參數的輸入與調整以及本體的推論,以期模擬無所不在的學習環境;其次進行教材的建置,利用SCORM 1.2數位學習教材標準將學習教材進行包裝,以達到再利用等的特性,並且依據學習裝置不同,教材建有兩種版本的解析度,以供調適學習。本研究採用實驗研究法進行研究,並在實驗後進行學習成就測驗來做為研究後測以評估無所不在的學習對學生學習成效的影響。實驗部份,由學習背景問卷資料以及前測成績配對分組,進行不同的實驗處理,以量測使用無所不在學習環境與否的學習成績差異,藉由成績的統計方式,了解成績差異原因,以進行量性的研究。 研究結果發現,實驗組的學生使用「無所不在學習環境」其學習成效略高於比較組的學生;並且由前測分數分成高、中、低三個分群,可發現低分群的學生在學習成效的提昇較為顯著。
This study aims to investigate the ubiquitous learning environment for funding of the Department of freshman students learn computer courses Introduction to affect the effectiveness of learning. Based on the "pervasive learning environment" could enable students in any location, any time, through any device seamlessly-learning, as well as through the use of wireless Internet in learning difficulties and can be online at any time for the issue, with a view to enhancing the students the effectiveness. Research on the steps, the first deployment of the system, due to the current environment of learning, not a complete ubiquitous environmental perception, the system rewritten SCORM Sample joined RTE environmental parameters of input and adjustment and Ontology inference, to the ubiquitous simulation learning environment; For Second the technology materials, the use of SCORM 1.2 few learning materials standards will study materials for packaging, to meet the re-use characteristics, and learning devices based on different materials to build two versions of the resolution in order to adjust for learning. This study examined the use of experimental research and experiment after learning achievement test by which to study measured to assess the ubiquitous learning to learning the results. Experimental part by learning background information and questionnaire before matching test results into groups for different experiment, to measure the use of ubiquitous learning environment or learning the difference through statistical achievements, understand the reasons for differences in results for quantitative research. Researchers found that the experimental group of students use "ubiquitous learning environment," its study results slightly higher than the comparison group of students; And by the former test scores divided into high, medium and low three subgroups can be found astute group of students to enhance the effectiveness of learning more remarkable.