學習即時回饋系統之設計與發展

The development and design for Learning of Instant Response System

林鳳儀(Feng-Yi Lin)

指導教授 ： 陳慶帆

淡江大學/教育學院/教育科技學系碩士班/碩士(2014年)

https://doi.org/10.6846/TKU.2014.00584

摘要

研究者利用PHP程式設計出一套學習即時回饋系統，分成「教師版」與「學生版」。目的為即時掌握學生的學習狀況；「教師版」其功能包含：編輯試題、控管出題、查詢作答現況和學生分數排行。「學生版」能讓學生即時瞭解作答狀況。該系統可透過網路使用，方便教師於校園任何角落教學。
本研究採用準實驗研究法的「不等組之前、後測設計」，以兩班學生為研究樣本，一班為實驗組共26人，將學習即時回饋系統融入計算機概論教學；另一班為控制組共24人，採用傳統教學法，亦為未使用學習學習即時回饋系統融入計算機概論教學。
本研究目的為探討學習即時回饋系統融入計算機概論教學與傳統教學對學生學習成效之影響。且進一步探討實驗組學生對學習即時回饋系統融入教學的想法和意見，並針對學習即時回饋系統的優點、缺點或對系統的建議進行討論。
本研究結果為：
一、不同教學方式在計算機概論教學之學習成效有顯著差異。
二、學習即時回饋系統融入計算機概論教學之學習成效（實驗組）優於傳統教學（控制組）。
三、不同教學方式在計算機概論教學之學習保留成效有顯著差異。
四、學習即時回饋系統融入計算機概論教學之學習保留成效（實驗組）優於
傳統教學（控制組）。
五、依意見調查結果，平均有八成四的學生接受學習時回饋系統融入計算機概論教學。對學習時回饋系統融入計算機概論教學之看法，大多有正向的評價與積極的學習態度。

關鍵字

回饋 ； 即時回饋系統 ； PHP ； LIRS

並列摘要

The researcher designs a set of “Learning of Instant Response System” by using PHP, which are divided into “the teachers’ version” and “the students’ version”. The goal of this system instantly dominates students’ studying condition. The functions of “The teachers’ version” include: control of making out questions, check of answering situation and score ranking. “The students’ version” can let the students know answering condition immediately. This system can be used by Internet, and it is convenient for teaching in campus.
This research adopt “nonequivalent pretest-posttest control group design” of quasi-experimental, taking two classes of students as sample , one is 26 people as experimental group which LIRS fits into “An introduction to computers” teaching ; the other is 24 people as control group, taking traditional teaching method that without taking this system for teaching.
The aims of this research is about the students learning effects of LIRS fits into “An introduction to computers” and traditional teaching. And the further discussion is about experirnental group’s idea and opinion of LIRS with teaching. Also, this research includes the discussion of merits, defects and suggestion of this system.
The results of research:
1. It has obviously diversity for different teaching methods in “An introduction to computers” of learning effects.
2. Experimental group’s learning effects is better than control group when LIRS fits into “An introduction to computers”.
3. It has obviously diversity for different teaching methods in “An introduction to computers” of retentive learning effects.
4. Experimental group’s retentive learning effect is better than control group when LIRS fits into “An introduction to computers”.
5. According to the survey, about 84 percent students accept LIRS fits into teaching which has positive feedback and active learning attitude.

並列關鍵字

Feedback ； Instant Response System ； PHP ； LIRS

參考文獻

楊健生、王儀旭、蔡進祥（2008）。不同訊息回饋策略介入對網球初學者動作技能學習成效分析。輔仁大學體育學刊，第七期，28-43。

陳圳卿、陳嘉妮（2011）。多點觸控手持式行動裝置之互動介面使用性評估研究。臺北科技大學學報，44卷1期，89~118。

陳昭維（2009）。「互動即時回饋系統」應用於國小高年級英語字彙教學成效之探討-以臺北縣某國小為例（碩士論文）。取自： http://handle.ncl.edu.tw.ezproxy.lib.tku.edu.tw:2048/11296/ndltd/00920509163335768262

陳家慧（2004）。數位化評量系統融入低年級數學科教學之行動究-以按按按為例（碩士論文）。取自：

顧韶洵（2011）。即時回饋系統對國小數學學習態度與自我調整學習策略之影響及其相關研究（碩士論文）。取自：