臺灣博碩士論文加值系統

在教育訓練的過程中，學習者獨特的學習風格是影響個人學習成效的因素之一；而學習診斷的方法則是評量學習者知識學習成效的重要手段。因此，如何找出每位學習者在學習過程中不同的偏好及習慣，並且自動地診斷學習者知識的盲點，便顯得格外重要。
本研究主要目的在於利用貝氏網路建置一學習診斷系統以自動辨識每位學習者在學習過程中顯現的特質，進而推論學習者的學習風格及知識學習的盲點。在推論學習者的學習風格方面，藉由蒐集學習者的學習歷程資訊，交由貝氏網路機制執行學習風格的推論。在知識診斷方面，則是利用學習者的測驗結果，由貝氏網路進行學習盲點的推論。透過貝氏網路的診斷推論機制，本系統可以客觀地從學習歷程資訊中自動地辨識出學習者的學習風格及學習盲點，主動提供最符合學習者的適性化教材，增加學習者的學習成效。

Learning style is a major factor that affects learning performance of students. It is also noted that the learning diagnosis method is useful for instructors to evaluate the learning efficiency of student. Therefore, it becomes important how to automatically identify student’s learning style and diagnose student’s misconception in a web-based learning environment.
The purpose of this research is to construct a learning diagnosis system that can identify automatically student’s learning preference and can evaluate student’s knowledge. In this study, Bayesian networks have been employed to make an inference about student’s learning styles based on student portfolio information. Besides, Bayesian inference mechanism can use the test results to identify potential misconception for student’s knowledge learning. With the support of Bayesian network mechanism, the system can deliver appropriate learning materials to assist students in constructing their own knowledge.

摘要 iv
ABSTRACT v
致謝 vi
目錄 vii
表目錄 ix
圖目錄 x
一、緒論 1
1.1 研究背景 1
1.2 研究動機 3
1.3 研究目的 5
1.4 研究流程 5
1.5 論文架構 6
二、文獻探討 8
2.1 貝氏網路（Bayesian Networks） 8
2.2.1 貝氏定理（Bayes’ Theorem） 9
2.2.2 貝氏網路的基本型態 10
2.2.3 貝氏網路的條件獨立 12
2.2 學習風格（Learning Styles） 15
2.2.1 學習風格的定義 16
2.2.2 學習風格的理論 18
2.2.3 學習風格相關之研究 24
2.3 適性化（Adaptive） 25
2.3.1 適性的要素 26
2.3.2 適性化網站 27
2.3.3 適性化的實作技術 29
三、研究方法 34
3.1 貝氏網路的建構 34
3.1.1 知識診斷部份 34
3.1.2 學習風格部份 37
3.2 貝氏網路的推論 42
3.2.1 知識診斷部份 42
3.2.2 學習風格部份 42
3.3 學習風格的分類 43
3.4 適性化教材 44
四、系統架構 46
4.1 系統模組介紹 46
4.1.1 學習歷程模組（Learner Profile Module） 46
4.1.2 試題管理及測驗模組（Examination Module） 47
4.1.3 診斷模組（Diagnosis Module） 47
4.1.4 教材管理模組（Teaching Materials Module） 47
4.1.5 適性推薦模組（Adaptive Recommendation Module） 47
4.2 系統實作 48
4.2.1 教師部份 48
4.2.2 學習者部份 54
五、結論與建議 66
5.1 結論 66
5.2 研究特色 66
5.3 後續研究 67
參考文獻 69
中文部份 69
英文部份 69

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