臺灣博碩士論文加值系統

隨著行動網路技術的進步，老師紛紛引進可攜裝置搭配行動社群網路來進行教學，學習者們可不受時間與空間的限制進行學習。除了透過行動學習來提升學習者學習成效之外，學習者的學習方向與進度，往往會因為學習者的個人特質與學習態度而有所不同，如何偵測學習者在進行學習過程中的學習動機與成效，並提供學習者適合自身的學習資源或情報，以幫助學習者在真實環境中與學習社群進行互動，則是本研究所要克服的目標與挑戰。因此，本研究基於行動學習理論來建置一線上學習環境，一方面利用心智工具建構學習知識圖，透過網路行動學習系統分享自身學習的成果，以並提供同儕之間學習成果觀摩，透過觀摩分享彼此的概念圖來持續不斷地觸發學習者的學習動機，讓學習者根據自己的學習狀況與進度選擇適合的學習方向與進度，以及同儕之間的互動學習，避免自身學習瓶頸的產生；另外一方面設計一個以TF-IDF為輔助的系統來自動替教材章節產生出內容關鍵字之分享式概念圖，而概念圖上的關鍵字除了會顯示該關鍵字所在的整個段落的文字，也加入了超連結的功能，透過點擊連結就能夠快速移動到該關鍵字所在頁面的所在段落，我們希望能夠透過內容關鍵字概念圖結合行動社群網路，可以反饋哪些關鍵字是學生有興趣且願意去學習的，來幫助學生閱讀理解方面的不足。而於實驗分析部分藉由可用性、易用性與互動性三個面向的問卷量化分析以及質性的評估結果均顯示學習者的學習動機與學習成效確實有明確提升，並證明透過行動社群可以輕易地延伸到處理學習者興趣隨時間變化的推薦學習內容問題。

With the advancement of mobile networking technology, teachers have introduced portable devices and mobile community networks to their method of instruction, so that learners can study at any time and at any place. Mobile learning enhances the learning effectiveness of learners, but the various personalities and learning attitudes of learners often lead to different learning directions and progression. The objective and challenge of this study are how to monitor the learning motivation and effectiveness of learners and to provide them with suitable learning resources or information so that they can interact with learning communities in reality. Therefore, this study used the mobile learning theory to establish an online learning environment in which the tools of the mind were applied to make learning knowledge maps, and an online mobile learning system was employed to share the achievements of learning among peers. The concept maps were studied and shared so as to constantly trigger the learning motivation of learners, so that they could choose the appropriate learning direction and progress according to their own learning, achieve interactive learning with peers, and avoid bottlenecks in their learning. A system assisted by TF-IDF (term frequency-inverse document frequency) was also designed to automatically generate sharing concept maps of keywords in the chapters of the textbooks. Aside from displaying whole paragraphs where the keywords were extracted, the concept maps were equipped with hyperlinks that could quickly lead users to the pages and paragraphs where the keywords were presented. It is hoped that the combination of the keyword concept maps and the mobile community networks will show what keywords students are interested in and willing to learn, so as to improve their reading comprehension. In the experiment analysis, the quantitative analysis and qualitative assessment of the questionnaire with three dimensions - usability, ease of use, and interactivity - showed that there was a significant increase in the learning motivation and effectiveness of learners. It was also demonstrated that mobile communities could be easily applied to recommend knowledge according to learners’ interest, which changed with time.

Table of Contents

Chapter 1 Introduction 1
Chapter 2 Literature Review 5
2.1. Learning Guidance Strategy 5
2.2. Mobile Social Learning 11
2.3. Sharing Concept Map 15
2.4. Content Recommendation Service 17
2.5. Term Frequency–Inverse Document Frequency 21
Chapter 3 Mobile Communities Learning System 24
3.1. Scenario for Mobile Communities Learning 24
3.2. System Architecture 26
3.3. Learning Process 27
Chapter 4 Research Methods and Service Design 30
4.1. Learning System over Mobile Social Network 30
4.2. Sharing Concept Map-oriented Learning 32
4.3. Sharing Concept Maps of Content Keywords for Enhancing E-book Reading Comprehension 36
Chapter 5 Experimental Design 39
5.1. The Experimental Environment of Learning System over Mobile Social Network 39
5.2. The Experimental Environment of Sharing Concept Map-oriented Learning 50
5.3. The Experimental Environment of Sharing Concept Maps of Content Keywords for Enhancing E-book Reading Comprehension 58
Chapter 6 Experimental Results Analysis 63
6.1. The Experimental Results Analysis of Learning System over Mobile Network 63
6.2. The Experimental Results Analysis of Sharing Concept Map-oriented Mobile Learning 68
6.3. The Experimental Results Analysis of Sharing Concept Maps of Content Keywords for Enhancing E-book Reading Comprehension 77
Chapter 7 Conclusions and Future Work 79
References 82

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