結合心智圖之情感式適性學習系統對批判性思考、反思能力、問題解決能力之影響 = The influence of the combination of mind mapping and affective adaptive learning system on critical thinking, reflective thinking and problem solving ability

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題名:
結合心智圖之情感式適性學習系統對批判性思考、反思能力、問題解決能力之影響 = The influence of the combination of mind mapping and affective adaptive learning system on critical thinking, reflective thinking and problem solving ability
著者: 劉欣蘭
國立臺南大學數位學習科技學系碩士班
主題: 情感運算心智圖情感式家教系統文字情緒臉部情緒適性化學習批判性思考反思能力問題解決能力; Affective Computing mind mapping Affective Tutoring Systems ATS semantic emotion face emotion Adaptive Learning Critical Thinking reflective thinking Problem solving ability
描述: 近年有許多研究顯示，具正向情緒者所產生的新奇點子，比具有負向情緒者更多。學習者在正向情緒狀態下，會更有意願探索新奇事物或想法，增加創意解決問題的可能性，正向的情緒會促進創意問題解決且可以消除原有負向情緒的結果。因此教學需要適性地與學生互動，以因應其不同情緒。了解學習者的身心狀態而調整成最適合的教學方式，其中理解學習者的情緒給予適時的回饋，引導適合的教材，才能使學習者更感到興趣，也可能更具學習成效。本研究發展建構了一套結合文字與表情線索的情感式適性學習系統，用來瞭解學習者學習過程的情緒反應，針對不同學習者調整課程為不同難易程度比例的模組，並且加入心智圖輔助教學，以及設計了非同步線上討論區進行課程相關問題的討論與回饋。以此幫助學習者提高學習成效、創造力、批判性思考、反思與問題解決能力。並採用準實驗設計，對象為南部某大學43名學生，實驗組為結合心智圖的情感式適性學習系統，控制組為心智圖學習系統組，比較兩組學生在「學習成效」、「學習情緒」、「批判性思考能力」、「反思能力」、「問題解決能力」以及「心流狀態」之前、後測成績的差異。運用統計量化分析方法：描述性統計、t檢定以及ANCOVA進行分析，統計結果顯示，本學習系統根據學習者的文字與表情之情緒而調整合適的教材，獲得了大部分學習者的喜愛。實驗組在學習成效、批判性思考、反思能力以及問題解決能力中達顯著差異，實驗組學生在心智圖的作品中也較優於控制組的學生。在學習情緒分析中，分成學習時段前、中、後測，在學習前與學習中階段實驗組與控制組學生未達顯著差異，而學習後的學習情緒實驗組達顯著性差
For the past few years, lots of studies demonstrated that optimistic participant produced more novel thoughts than pessimistic one. Optimistic participants are more willing to explore novel things or thoughts. It increases the possibility to solve problem with creativity. Optimistic emotions help to solve problem with creativity and to eliminate the adverse result caused by pessimistic ones. As a result, educators need to interact more adaptively with students to respond their different emotions. Adaptive teaching is to find out the best approach by realizing student’s mental status. In order to acquire better learning outcomes and raise student’s heed, educators need to give timely feedback to student’s emotions then introduce proper course materials. This study establishes an affective adaptive learning system, integrating clues of characters and countenance, to acquire student’s emotional response during learning process, to offer module with different degree of difficulty in accordance with different kind of learner. It also incorporates mind mapping assisting teaching and designs an asynchronous online forum for subject discussion and feedback. It promotes participant’s learning performance, creativity, critical thinking, reflective thinking and problem solving ability.The outcomes demonstrate that our system, offering module with different degree of difficulty in accordance with different characters, countenance and emotions from our participant, is highly praised. Mind mapping assisting teaching promote learner’s creativity. Asynchronous online forum upgrades their critical thinking, reflective thinking and problem solving ability..
出版者: 碩士論文--國立臺南大學數位學習科技學系碩士班.
建立日期: 民109[2020]
格式: 89葉 : 圖 ; 30公分..
語言: 中文
資源來源: NUTN ALEPH

連結

結合心智圖之情感式適性學習系統對批判性思考、反思能力、問題解決能力之影響 = The influence of the combination of mind mapping and affective adaptive learning system on critical thinking, reflective thinking and problem solving ability

劉欣蘭國立臺南大學數位學習科技學系碩士班民109[2020]

正在檢索遠程資料庫，請稍等

結合心智圖之情感式適性學習系統對批判性思考、反思能力、問題解決能力之影響 = The influence of the combination of mind mapping and affective adaptive learning system on critical thinking, reflective thinking and problem solving ability

劉欣蘭 國立臺南大學 數位學習科技學系碩士班 民109[2020]

正在檢索遠程資料庫，請稍等

劉欣蘭國立臺南大學數位學習科技學系碩士班民109[2020]