臺灣博碩士論文加值系統

情境式的學習方式，促使學習者與真實環境的物體產生互動關聯並促進學習印象與學習經驗之建立。而適當地結合科技環境與良好的閱讀策略指導，除可強化學生語言與閱讀的理解能力，進而還能提高語言學習之效益。藉此，本研究則以情境式語言教學法(Situational Language Teaching)為基礎，並運用閱讀引導輔助機制於學習系統中，建置一個結合位置感知(Location-aware)技術與文章閱讀引導之無所不在英語閱讀學習系統。透過RFID技術偵測學習者所在之位置，進一步透過系統給予學習者與該位置情境有高度關聯性之英語文章進行閱讀學習，使其知識結構意義化，實現所見即所讀之情境式學習。而文章的閱讀引導機制，則依據學習歷程(Portfolio)資料之分析，並以所有學習者的平均能力程度為依據，經統計數據計算後作為決策參數，再藉由基因演算法考量文章閱讀關聯性與文章困難度，透過疊代的演化排序，提供適切、漸進且個人化的文章閱讀順序進行學習。而於實驗分析部分，量化與質性的評估結果均顯示，此學習系統確實有效提升學習者學習意願與學習成效。

Situated instructional strategies can help learners interact with authentic objects and can deepen their impression of the learning material under consideration, thus establishing a connection between abstract concepts and the learning material. In order to practice the reading of English, a proper integration of highly technical devices and adaptive guidance reading strategies not only strengthens students' understanding of language and contributes to their reading comprehension, but also promotes the effectiveness of language learning.
Therefore, this research used a situational language teaching methodology as the learning strategy and aimed to develop a ubiquitous English reading learning system which combines RFID-based location-aware technology and a portfolio-centric article reading guide. Through RFID technology, a learning system can detect a learner’s location. According to the detected location, the system can then provide learners with English articles which are highly relevant to the situation to read and study. Learning materials link to the local environment, which makes learners structural knowledge meaningful and helps students achieve the goal of situated learning—“what’s seen is read.” In the light of mechanism for guidance-situated reading articles, this study conducted an analysis of student learning portfolios against the average learner’s ability to obtain parameters of a standing point. Based on calculated parameters, the guidance mechanism evaluates the difficulty of articles and their relevance and then uses a genetic algorithm to organize the personalization reading sequencing. Through multiple evolutionary sequences, the system eventually provides the learner appropriate and progressive articles for personalized study. Through both quantitative and qualitative evaluations, it was revealed that reading sequence guidance enable learners to connect new educational material with their own existing knowledge and to generate meaningful learning organization. Moreover, this learning system can effectively enhance learners to immerse themselves into their studies.

Chapter 1 Introduction 1
Chapter 2 Literature Review 5
2.1. Situated Learning 5
2.2. E-Portfolio 7
2.3. Context-Aware Ubiquitous Learning 11
2.4. English Reading 15
Chapter 3 Ubiquitous English-Reading Learning System 20
3.1. Campus Situations for Learning English 20
3.2. System Architecture 21
3.3. Learning Functions and Interface 23
3.4. Learning Process 25
Chapter 4 Personalized Reading Guidance Mechanism 27
4.1. Guidance Parameter 27
4.1.1. Assessment of Reading Relation Degree 27
4.1.2. Assessment of Reading Difficulty 29
4.1.3. Assessment of Learner Ability 33
4.2. Reading Guidance Mechanism 36
4.2.1. Chromosome Encoding 36
4.2.2. Initial Population Size 37
4.2.3. Fitness Function 37
4.2.4. Reproduction 38
4.2.5. Crossover 38
4.2.6. Mutation 39
4.2.7. Stop Criterion 39
4.3. The process for personalized reading guidance 40
Chapter 5 Research Design 42
5.1. Experimental Design 42
5.2. Research Subjects 42
5.3. Experimental Procedure 43
5.4. Data Collection 45
Chapter 6 Results and Discussion 48
6.1. Learning Effectiveness Evaluative Analysis 48
6.2. System Satisfaction Evaluation and Analysis 51
6.3. Qualitative Interview and Feedback Analysis 54
6.3.1. Professor Feedback 55
6.3.2. Student Feedback 56
6.4. Performance Index Evaluation Analysis 58
Chapter 7 Conclusions and Future Work 60
References 62

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