臺灣博碩士論文加值系統

現今運用科技產業技術與學習理論結合是數位行動學習領域很熱門的研究議題。根據專家指出記憶性知識學習效率決定於大腦海馬迴組織結構的刺激程度，如何有效連結課本知識與不斷刺激大腦海馬迴組織結構，將短期記憶形成長期記憶，有賴於教學輔助工具的輔助。在本論文中，操作制約學習系統(MOCLS)是一種無所不在學習系統，該系統可藉電訊發送及接聽行為逐漸形成制約學習方式，並讓英文教師自行設計操作MOCLS，利用反覆推播方式增加學生學習英文字彙的效率。本研究之目的為：研究MOCLS與non-MOCLS對學生字彙記憶成效、字彙學習動機與系統接受度之差異分析；並評估不同上網習性對兩組學生之字彙記憶成效、字彙學習動機與系統接受度之差異分析。
研究方法為真實驗研究法，採隨機抽樣方式獲得樣本，實驗組36名、控制組37名，實驗組學生實施操作制約學習系統(MOCLS)學習法，控制組學生實施非操作制約學習系統(non-MOCLS)學習法。本實驗教學為期三週，施以60個字彙所測得分數當作前測成績、總結性評量為後測成績及一個月後的延宕測驗，使用問卷調查進行統計檢定。本研究工具為MOCLS、non-MOCLS及學後、延宕測驗卷，並佐以SPSS17.0進行敘述統計(descriptive statistics)、獨立樣本t檢定(t-test, independent samples)、二因子變異數分析(two-way ANOVA) 、獨立樣本單因子多變量分析(MANOVA)、單因子共變數分析（ANCOVA）、雙因子共變數分析、事後比較(post hoc method)等統計方法，研究分析結果如下：
一、成功研發MOCLS與non-MOCLS學習系統並可成為有效的教學輔助工具。
二、MOCLS學習系統字彙記憶成效、字彙記憶保留成效、學習動機與系統接受度均優於non-MOCLS學習系統。
三、上網習性愈明顯對於字彙記憶成效、學習動機與系統接受度較佳。
四、大部分同學對MOCLS感覺很新奇且可引發學習興趣，不用書本隨時隨地即可學習英文字彙，接受度相當高。建議能自行設計學習時間、鈴響次數及鈴聲、增加可調整難度模式更佳。
五、Push/Pull學習系統各自有其優缺點，教師可依當時教學狀況採行不同教學策略。

Nowadays, the issues of digital learning are vital for educational system. Based on the literature review, the knowledge memory depends on the degree of stimulation upon hippocampus on the human being. In terms of short-term memory transferring into long-term memory, teaching aids playing a significant role. The Mobile Operant Conditioning English Vocabulary Learning System(MOCLS) is applied into this study for enhancing students’ English vocabulary memory effect. The system used the principles of operant conditioning theory to construct the learning behavior pattern. The stimulus-response connection was built when the MOCLS will actively broadcast the vocabulary to learners regularly. In order to compare the MOCLS’s memory effect, the true experiment was used to compare the group of MOCLS and non- MOCLS students. The independent variables included memory effect, memory delay effect, learning motivation, and system acceptance. The SPSS17.0 will be used in this study. The following conclusions are found as follows：
1. The learning tools of MOCLS and non-MOCLS were designed successfully and serve as an effective teaching tool as well.
2. MOCLS system showed a better the main memory effect and delay effect than non-MOCLS system. The results also indicated that the system acceptance and motivation of MOCLS system are better than non-MOCLS.
3. There are interactions among variable of Internet usage to the memory effect, motivation, and system acceptance.
4. Most of students displayed a strong interesting to the MOCLS system based on the investigation of qualitative results
5. Push/Pull system indicated that a lot of advantages and disadvantages. The teachers depend on learning situation of students to organize different teaching strategies.

摘 要 i
Abstract iii
謝　誌 v
目　錄 vii
表 次 ix
圖　次 xi
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 4
第三節 名詞釋義 5
第四節 研究範圍與限制 7
第二章 文獻探討 9
第一節 科技與學習理論之探討 9
第二節 科技接受模式（TAM）之探討 51
第三節 行動載具對學習影響之探討 54
第三章 研究設計與實施 67
第一節 研究架構 67
第二節 研究假設 73
第三節 研究對象與場域 74
第四節 研究方法與流程 75
第五節 研究系統原理與使用 86
第六節 資料處理與分析 107
第四章 研究分析與討論 109
第一節 MOCLS與non-MOCLS對於記憶成效、學習動機與系統接受度分析 109
第二節 字彙記憶成效、學習動機與系統接受度之背景差異分析 116
第三節 學生使用MOCLS與non-MOCLS之回饋意見 135
第五章 結論與建議 141
第一節 結論 141
第二節 建議 145
參考文獻 147
附錄一 161
「行動操作制約英文字彙學習成效之研究」問卷 161
附錄二 MOCLS學習系統英文字彙 165
作者簡介 175

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