臺灣博碩士論文加值系統

中文摘要
情境感知學習已廣泛及成功地應用於許多研究領域當中。但是，很少有研究討
論如何將教育情境感知的理論應用於休閒活動與探討在休閒活動中找路的行為旅遊路徑。
本論文建立一套在行動裝置上協助師生進行休閒活動中之情境感知學習系
統，教師可以編輯情境式學習活動來引發學習者將會鄰近的特定景點，而學習者使用包裝為電子導覽系統的手持裝置學習輔具遊歷各景點，其間學習歷程及旅遊路徑將自動紀錄，提供教師即時監控學習者學習歷程。
本論文採用資料探勘中的群聚技術(Clustering)與關聯規則(Association
Rule)，分析 13 位學習者於新竹縣北埔鄉老街聚落方圓 500 公尺內的 15 個景點之學習歷程與旅遊路徑特徵間關聯性，其中群聚技術分析了所有學習者旅遊軌跡，觀察到所有學習者移動軌跡點之間的群集，可構成一城市景象，有助於教師日後設計更豐富的景點路徑規劃，同時，本論文也應用關聯規則分析擷取可信度高之關聯規則，有助於教師觀察學習者出現什麼樣的學習行為組合造成另一項的學習行為的發生，並且提供教師日後設計更適性化的學習活動。

Abstract
Context-aware applications are widely and successfully employed in many research areas, such as use context awareness to support online social interaction and knowledge sharing in computer supported collaborative learning environments. However, there are few discussions address on the educational context-aware applications for students’leisure activities and wayfinding routes. Thus we design leisure education activities to ensure that students’ learning and journey wayfinding routes are both freedom to choose.
This thesis constructed a context-aware learning system for leisure activities on mobile devices. Teachers could edit the contextual learning activities which will be
triggered by student’s approaching to the specific scenes. Meanwhile, the learning portfolios and journey routes could be recorded and monitored by teachers to control
student’s learning performance.
Some Data Mining analyze tools, which include clustering and association rule techniques, are used in this thesis to analyze the relationships between thirteen students’
learning performance and the journey features of fifteen scenes in the range of Beipu traditional settlement. The results of the experiments reflect that between all of the
students’ journey routes clusters could be used to construct the image of the city, and help teachers to design more plentiful leisure learning activities.

論文目次
1. 緒論 1
1.1. 研究背景與動機 1
1.2. 研究目的 2
1.3. 研究問題 2
1.4. 論文架構 3
2. 相關研究 4
2.1. 情境感知 4
2.2. 休閒教育 5
2.3. 尋路理論 7
2.4. 資料探勘 9
2.4.1. 關聯規則法 9
2.4.2. 分群技術 11
3. 研究方法及研究工具 16
3.1. 研究流程 16
3.2. 研究對象、環境及限制 17
3.3. 資料探勘與研究工具 19
4. 系統實作 21
4.1. 系統架構 21
4.1.1. 情境感知學習模組 22
4.1.2. 學習歷程模組 28
4.1.3. 監控模組 31
4.2. 學習者學習歷程與旅遊路徑特徵擷取 32
5. 實驗結果 40
6. 結論與未來展望 44
6.1. 結論 44
6.2. 未來展望 44
參考文獻 44
附錄一 牛刀小試試題 44
附錄二 北埔知識學習系統評鑑問卷 44

參考文獻
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