臺灣博碩士論文加值系統

近年來網路學習隨著網路的發展，逐漸受到重視。網路是一個開放式環境，擁有豐富的學習資源，並且突破學習時的空間限制、時間限制，讓使用者擁有較高的學習自主性。由於在網路學習環境中，學習者必須負擔選擇和學習的責任，容易有學習迷失的問題。因此，蘇俊銘等提出一個動態產生適性化教材順序的Instructional Activity Model(IAM)。更依據所提出的IAM，設計一個符合美國國防部所提出之SCORM標準的系統。
根據奧蘇伯爾在認知同化學習論中所提到，能力之間是會互相影響的。然而IAM並未考量能力與能力之間的相互影響關係。因此本研究將將結合奧蘇伯爾同化論，提出一個考慮能力與能力之間相互關係的適性化教學模型，提供學習路徑導引。期望藉由此模型，能夠提供E-learning環境設計者，設計更符合學習者能力狀況的適性化學習課程。

E-Learning issues have been discussed and investigated recent years. Internet environment provides multiple choices of learning time and learning materials. Much research has been done on E-Learning. The standards of E-Learning platform have been developed to make the learning content sharable and reusable.
Some research has been devoted to the design of adaptive Learning system for need of different users. The Instructional Activity Model (IAM) is a general-purpose model to generate an adaptive learning course, which is compatible with the SCORM standard. IAM is composed of related Activity Tree (AT tree) nodes and capability nodes. Prerequisites are capabilities supposed to posses before learning an AT tree while contributions are capabilities after learning an AT tree. IAM model supports the adaptive learning sequencing by considering the relationships between AT trees and capability nodes.
However, the IAM model does not take the influence between capabilities into consideration, especially for the assimilation of capabilities. In this paper, we propose the mechanism to integrate the concept of assimilation theory to the IAM model. In our proposed mechanism, the relationships between capabilities are considered based on the similarity measure between capabilities. The selection process of IAM is also modified to reflect the relationships of capabilities. Simulation result shows that the proposed mechanism is helpful for the learning sequencing.

中文摘要 i
英文摘要 ii
誌謝 iv
目錄 vi
圖目錄 viii
表目錄 x
第一章 緒論 1
第二章 理論基礎與相關研究 3
2.1 E-Learning上的適性化教學 3
2.1.1 學習路徑的研究 4
2.1.2 Instructional Activity Model 6
2.2 學習理論 9
第三章 研究問題 12
3.1. IAM的問題 12
第四章 同化論描述能力間的關係 16
4.1 同化的機制 16
4.2 能力之間關係的描述 19
4.3 能力之間影響力的計算 23
4.4 結合同化論的適性化教學模型 25
4.4.1 同化機制於IAM的概念 25
4.4.2 結合同化論於IAM 30
第五章 實驗設計與實驗結果 43
5.1 實驗設計 43
5.1.1 實驗環境 43
5.1.2 實驗模型設計 44
5.1.3 實驗方法 46
5.2 實驗結果 47
第六章 結論與建議 49
參考文獻 50

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