以適性化自我解釋提示做為概念構圖鷹架之設計與實施成效研究

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以適性化自我解釋提示做為概念構圖鷹架之設計與實施成效研究
著者: 楊捷; Yang, Chieh
李建億; Chien-I Lee; 數位學習科技學系碩士班
主題: 自我解釋; 鷹架; 概念構圖; 適性化學習; Adaptive Learning; Scaffold; Self-explanation Prompt; Concept Map
描述: 概念構圖(concept mapping)已在許多學習領域被證實是一有效的學習輔助策略，除了能幫助學習者組織、整合訊息外，亦能有效連結既有知識結構與新知，進而增加學習成效。儘管概念構圖能帶來這麼多學習益處，但許多研究結果顯示，讓學生獨立完成概念構圖並不容易。對於概念構圖策略的初學者，給予其鷹架會帶來較少的認知負荷並增進成果。已有研究證明自我解釋提示(self-explanation prompt)能夠幫助使用者學習概念構圖並增進學習成效，但先前研究並未考慮到使用者的差異性。由於自我解釋提示會產生專家反向效應的特性，故配合不同知識層級的使用者設計不同的自我解釋提示鷹架策略是必須的。本研究將設計一以適性化自我解釋提示作為鷹架的概念構圖系統，可以針對不同先備知識的學生提供不同的自我解釋提示策略來幫助概念構圖學習並提升其學習成效。研究結果顯示，學習者在經過自我解釋鷹架概念構圖系統學習後，學習成效有顯著增加。而儘管低先備知識的學習者，無論有使用適性化策略與否，在概念構圖分數和學習成效上的差異均不顯著；但高先備知識的學習者在適性化策略下，能得到較好的概念構圖分數與學習成效。
Concept mapp had been proved as an effective learning assistant strategy in several domain. Such a strategy can improve learning performance not only because it can help learner with organizing information, but also link existing knowledge structure and new material. Even if there are lots of advantages to use concept mapp, it still shows the difficulty in learning this strategy in many researches. For the beginners, it’s too difficult to complete the concept map themselves. Scaffolds may reduce the cognitive load and promote learning effects. On the other hand, according to some researches, using self-explanation prompt as a scaffold can make the learning of concept map easily, but they didn’t consider about the difference between learners before. Since there is the feature of expertise reversal effect in self-explanation prompt, it’s necessary to design different self-explanation prompt scaffolds to fit for different learners. This research would propose a concept map platform which includes adaptive self-explanation prompts as a scaffold to support students who had different prior-knowledge levels. The result shows that no matter using adaptive statics or not, after learning through self-explanation concept map system, all students have better scores than pre-test. Although for lower-knowledge learners there is no significant difference between the adaptive group and the non-adaptive group, but for higher-knowledge learners, the adaptive group outperforms than the non-adaptive group in the mapping score and the learning outcome.
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建立日期: 2012
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/1189
資源來源: NUTN IR

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以適性化自我解釋提示做為概念構圖鷹架之設計與實施成效研究

楊捷; Yang, Chieh 李建億; Chien-I Lee; 數位學習科技學系碩士班 2012

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