臺灣博碩士論文加值系統

線上討論為數位學習常見的學習活動，過程中可以透過與他人互動交流，獲取更多知識和不同意見想法，提升學習者對於學習議題的認知與批判思考能力。其中，社會性科學議題(Socio-Scientific Issues, SSI)更是討論活動中常見的主題之一，這類議題牽涉層面廣泛、內容複雜且無標準答案，在SSI的討論過程中，學習者的意見發想扮演著相當重要的角色，是影響討論成效的關鍵要素。因此，本研究設計「即時觀點比較系統(Instant Perspective Comparison System, 以下簡稱IPCS)」，希望透過視覺化觀點比較的方式來呈現雙方在意見想法上的異同，以促進討論過程中學習者思考的深度與廣度，提升線上討論學習成效。

本研究採用準實驗研究，隨機選取台北市某高中二年級兩班共63名學生為研究對象，進行「核能發電」主題之線上討論。其中一班36名學生被隨機分派為採用IPCS輔助線上討論的實驗組，另一班27名學生則被隨機分派為僅使用一般線上討論的控制組，以探討兩組學習者在學習表現與科技接受度上是否具有顯著差異。此外，也以先備知識、電腦中介溝通(Computer-Mediated Communication, CMC)能力作為背景變項，探討不同背景變項之兩組學習者，在學習表現以及科技接受度上是否具有顯著差異。此外，也透過滯後序列分析(Lag Sequential Analysis, LSA)探討實驗組學習者之有效學習行為模式。

研究結果發現，相較於使用一般傳統線上討論區，採用IPCS輔助線上討論對於促進學習者的整體學習表現、分項多觀點具有顯著的助益。IPCS亦能提升低CMC能力學習者的學習表現，並且提升其討論內容的複雜度，使其對於討論議題有更深入地理解與認識。而在科技接受度上兩組並沒有達到統計上的顯著差異，皆呈現普遍高的科技接受度，但是實驗組學習者科技接受度平均分數高於控制組學習者，表示學習者對IPCS抱持較正面、滿意態度。此外，從訪談質性資料與學習歷程行為分析的結果來看，多元度計算和觀點異同比較等功能對於促進討論內容理解具有益處，學習者若將能將思考著重在相同議題的切入點差異上，或是瀏覽貼文資訊後能多檢視自己的討論內容，則IPCS將能有效地促進學習者進行線上討論時的學習表現。

最後基於研究結果，本研究提出IPCS教學建議和Moodle討論區改善建議，以及未來可以繼續進一步探討的研究方向。整體而言，本研究將討論區學習、自然語言處理、社會網絡與資料視覺化等技術進行結合，發展IPCS，提供一個科技輔助線上討論之創新有效學習工具，對於促進數位學習之線上討論具有貢獻。

Online discussion, the common learning activity in e-learning, allows acquiring more knowledge and different opinions and ideas through interaction and exchange with others in the process to promote leaners’ cognition of learning issues and critical thinking ability. Socio-scientific issues (SSI) are a commonly discussed issue in the activity. Such issues involve in broad dimensions, show complicated contents, and have no standard answers. In the SSI discussion process, learners’ opinions and ideas play critical roles and are the critical factors in the discussion effectiveness. Accordingly, “Instant Perspective Comparison System (IPCS)” is designed in this study, expecting to present the differences in the opinions and ideas of both parties through visualization perspective comparison in order to facilitate the depth and width of learners’ thinking in the discussion process and promote the learning effectiveness of online discussion.

With quasi-experimental study, 63 students of two G11 classes in a senior high school in Taipei City are randomly selected for the online discussion about “nuclear power generation”. 36 students of a class are randomly assigned as the experimental group with IPCS assisted online discussion, and 27 students of another class are randomly assigned as the control group with general online discussion to discuss the differences in learning performance and technology acceptance of learners between two groups. Furthermore, prior knowledge and computer-mediated communication (CMC) ability are regarded as the background variables to discuss the differenced in learning performance and technology acceptance of learners between two groups. What is more, lag sequential analysis (LSA) is also used for discussing the effective learning behavior model of learners in the experimental group.
The research result shows that, in comparison with general online discussion, IPCS assisted online discussion could significantly facilitate leaners’ overall learning performance and sub-item multiple perspectives. IPCS could also promote the learning performance of learners with low CMC ability as well as enhance the complexity of the discussion content so as to more deeply comprehend and understand the discussion issue. In terms of technology acceptance, both groups do not achieve remarkable statistical differences and present generally high technology acceptance. However, learners in the experimental group show higher average scores on technology acceptance than those in the control group, revealing learners’ positive and satisfactory attitudes towards IPCS. According to the qualitative interview data and the behavior analysis in the learning process, functions of multiple calculation and perspective comparison could facilitate the comprehension of discussion content. When a learner is able to focus the thinking on different cutting points of the same issue or review the discussion content after browsing the post information, IPCS would effectively facilitate learners’ learning performance during online discussion.

Based on the research result, suggestions for the improvement of IPCS teaching and Moodle discussion as well as further research directions are proposed in this study. Overall speaking, discussion learning, natural language processing, social network, and data visualization are combined in this study to develop IPCS for the innovative and effective learning of technology assisted online discussion. It would contribute to facilitating online discussion in e-learning.

目次 vii
表目次 viii
圖目次 ix
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 5
第四節 研究範圍與限制 6
第五節 名詞解釋 6
第二章 文獻探討 8
第一節 社會性科學議題 8
第二節 線上討論 12
第三節 影響線上討論成效之相關因素 15
第三章 系統設計 18
第一節 系統設計理念 18
第二節 系統架構介紹 20
第三節 系統元件說明 23
第四節 系統開發環境 31
第四章 研究設計與實施 32
第一節 研究架構 32
第二節 研究方法 35
第三節 研究對象 36
第四節 實驗設計與流程 37
第五節 研究工具 41
第六節 資料處理與分析 46
第七節 研究實施步驟 49
第五章 實驗結果分析 51
第一節 有無使用IPCS支援線上討論的兩組學習者之學習表現、科技接受度差異分析 52
第二節 有無使用IPCS支援線上討論的不同先備知識學習者之學習表現、科技接受度差異分析 56
第三節 有無使用IPCS支援線上討論的不同CMC能力學習者之學習表現、科技接受度差異分析 61
第四節 使用IPCS學習者之行為紀錄分析 66
第五節 訪談質性資料分析 72
第六節　綜合討論 84
第六章 結論與建議 90
第一節 結論 90
第二節 IPCS與一般線上討論區發展建議 93
第三節 未來研究方向 95
參考文獻 96
附錄一 參與研究同意書 103
附錄二 電腦中介溝通能力量表 104
附錄三 科技接受度量表 111
附錄四 個人觀點學習單 115
附錄五 文本閱讀教材與小組討論腳本 116
附錄六 訪談大綱 120

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