臺灣博碩士論文加值系統

樹狀結構是一種很重要的資料結構，但是因為概念抽象、種類繁多與特性複雜等學習問題，導致學習者不易習得正確知識，而模擬式學習的多項優點正適合用在解決樹狀結構的教學問題上，例如模擬式學習可以具體呈現樹狀結構的抽象觀念，且能提供高度互動。
因此本研究的主要目的在於開發樹狀結構之模擬式學習系統（Simulation-Based Learning System for Tree Structures，簡稱SBLST）以幫助大學生學習資料結構。SBLST包含動畫教學和測驗兩大核心，其中，動畫教學又分為特性說明及步驟教學兩種模式，且SBLST結合ICDE學習環，讓學習者更能了解樹狀結構的知識。本研究在SBLST開發完後，邀請40位具有資訊相關背景的專家進行評估，使系統功能更精進。
本研究亦進行教學實驗，以99位大學生為實驗對象，採用準實驗設計，以探討SBLST的學習成效，其中除了課堂之正常教學以外，實驗組利用SBLST自主複習樹狀結構的知識，而對照組利用課本進行課後複習。此教學實驗為期六星期，在實驗最後，兩組學生接受樹狀結構的紙筆測驗，並透過獨立樣本t檢定來評估兩組之學習成效；另外，請實驗組的學習者填寫學習覺知問卷。最後列出主要研究結論：
1. 實驗組之學習成就顯著地優於對照組。
2. 系統評估結果顯示，學習者對於本系統在有用性、易用性、趣味性和使用意願皆達到滿意的接受度。

Tree structures are very important concepts in data structure, but their abstract concepts with multiple categories and complex properties are difficult for the learners. The simulation-based learning providing concrete and interactive environment have the potential for reducing the learning problems in tree structures.
As a result, the main purpose of this study is to develop a Simulation-Based Learning System (SBLST) for supporting the undergraduate students to learn tree structures of data structure. SBLST offers animation learning and test environment, and the animation environment consists of property illustration mode and step learning mode. In addition, SBLST adopts ICDE learning cycle for helping learners to learn tree structures systematically. After finished the development of SBLST, the study invite 40 ICT experts to evaluate system functions for improving the SBLST.
Eventually, this study conducted a self-regulated learning experiment, the samples were 99 undergraduate students, quasi-experimental design method was employed for exploring the learning effectiveness of the SBLST. After class, the experimental group accept self-regulated learning with SBLST, while the control group accept traditional self-regulated learning with textbook. The research period lasted for six weeks. At the end of the experiment, these two groups took the paper-based test of tree structures, and independent sample t-test is used for assessing the learning effect. In addition, the experimental group was asked to fill out the questionnaire for evaluating the system. The research results are shown as follows:
1. The learning achievement in the experiment group was significantly better than that in the control group.
2. The evaluation results show that the learners gave high appraisal toward the system functions including easy to use, useful to use, fun to use and willing to use.

中文摘要 i
Abstract ii
目次 iii
表次 v
圖次 vi
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 2
第三節 名詞釋義 3
第二章 文獻探討 5
第一節 自我導向學習理論 5
第二節 模擬式學習 6
第三節 模擬式學習的相關研究 9
第四節 電腦化測驗 10
第五節 學習回饋機制的重要性 12
第六節 相關系統的比較 15
第三章 研究方法 21
第一節 研究流程 21
第二節 專案與管理流程 24
第三節 系統架構 25
第四節 系統使用流程 29
第五節 研究工具 31
第六節 系統成果 33
第四章 實驗結果與評估結果分析 47
第一節 專家評估結果分析 47
第二節 學習者學習覺知分析 53
第三節 學習者成就結果 62
第五章 結論與建議 65
第一節 結論 65
第二節 建議 66
參考文獻 68
附錄 74
附錄一 樹狀結構之模擬式學習系統專家評估問卷 74
附錄二 樹狀結構之模擬式學習系統學習覺知問卷 78

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