臺灣博碩士論文加值系統

無所不在學習系統相繼被應用在各種學科領域中，並且成為近年來相當熱門的研究議題。無所不在學習系統在發展上有潛力成為新興的學習途徑之一。然而在這些的新穎科技應用教育上，有時會勉強使用這些新穎的科技，可能導致無意義的學習如何操作科技技術而不是真正進行學習的現象。因此，這些無所不在學習系統有需要透過評估來檢視是否為有意義的學習。如此一來符合有意義的學習，才能確保學習者所進行的學習活動是有意義的、是能提昇學習成效的。學習者所學的內容是可以活用的轉化為個人的知識，而不只是機械式的記憶內容。
本研究的基於有意義學習理論來發展一個無所不在學習評估方法。透過此評估方法可以來改善無所不在學習系統，進一步來提昇學習者的學習成效。最後，本研究採用準實驗設計方來進行實驗。實驗組為經過評估並且改善後的無所不在學習活動，而控制組的為原先未受評估的無所不在學習活動。經過前後測的學習成效比較發現，雖然整體而言是沒有顯著差異。然而在高低分組分析中，低分組的實驗組學習成效是有達顯著優於低分組的控制組。因此經過有意義學習評估方法的無所不在學習環境是有助於低分組提升學習成效。

In recent years, the ubiquitous learning systems, which have great potential to be developed in the burgeoning domain of learning approaches, have been applied to different fields of discipline and have become a popular research issue. However, the inadequate application of this novel technology in education may lead to meaningless learning of operating techniques rather than practically getting involved in learning activities. Thus, assessment should be done to evaluate and verify the meaningfulness of the ubiquitous learning systems so as to ensure meaningful learning which enables learners to transform their prior learning into personal knowledge instead of mere memorization.
This research aims to develop a meaningful learning based ubiquitous learning evaluation method, through which the ubiquitous learning system can be improved and further utilized to promote learning effectiveness. Last, quasi-experimental design is employed in the experiment. The post-assessment and refined ubiquitous learning activities serve as the experimental group while pre-assessment ubiquitous learning activities are the control group. By means of posttest evaluation, no significant difference in learning effectiveness is found between the experimental and control groups; nevertheless, in the analysis based on high-scoring and low-scoring pretest groups, the experimental group in low-scoring posttest group significantly performs better than the control group. Therefore, the ubiquitous learning environment assessed by the meaningful learning evaluation method is proved to be effective in uplifting learning effectiveness for low scorers.

Table of content
摘要 i
Abstract ii
誌謝 iv
Table of content v
List of figures vii
List of tables viii
1. Introduction 1
2. Literature Review 5
2.1 Meaningful learning 5
2.2 Ubiquitous learning 6
2.3 AHP 9
2.4 FAHP 14
3. Design of the Meaningful Learning-based Evaluation for Ubiquitous Learning 16
3.1 The model of meaningful learning-based evaluation for ubiquitous learning 16
3.2 The processes of meaningful learning-based evaluation for ubiquitous learning 20
3.3 The tools of meaningful learning-based evaluation for ubiquitous learning 22
3.4 The tool for macro view 23
3.5 The tool for micro view 23
3.5.1. Hierarchy structure 26
3.5.2. AHP questionnaire 26
3.5.3. Pair-wise comparison matrix 27
3.5.4. Calculating eigenvector and eigenvalue 28
3.5.5. Consistency ratio test 29
3.5.6. Calculating weight 30
4. Implement of meaningful learning-based evaluation for ubiquitous learning 31
4.1 Pre-assessment ubiquitous vegetation learning system 31
4.2 Pre-assessment u-learning practice 33
4.3 The evaluation of the ubiquitous vegetation learning system 37
4.4 Post-assessment ubiquitous vegetation learning system 39
5. Experimental Design 43
6. Results and Discussion 45
7. Conclusions 48
Appendix A. The questionnaire of macro view 51
Appendix B. The questionnaire of micro view 52
Acknowledgements 55
Reference 56

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