臺灣博碩士論文加值系統

本研究主要是將植入語意辨識模組之智慧型家教系統結合登革熱防疫宣導課程，建置一套情感式登革熱家教系統，並配合防疫宣導活動，協助種子教師進行登革熱防疫宣導。本研究第一階段建置情感式登革熱家教系統，第二階段進行教學實驗，課程內容以登革熱課程為主。
教學實驗採以單組前後測設計，實驗樣本66人，實驗週數總計為兩週，並在「ATS教學模式」後進行依學生之資訊素養與認知負荷之高分組及低分組，共取九人進行焦點團體訪談。研究者所使用之量表包括「國民小學學生資訊素養問卷」和「國民小學學生認知負荷量表」，再配合質性研究方式，以量化輔以質化來相互驗證不同資訊素養的國小學生，使用情感式登革熱家教系統之認知負荷與學習成效影響。
綜合整體評估後，發現本研究之情感式登革熱家教系統在提升學生學習成效上均獲得量化及質化分析的支持；不同資訊素養的學生在認知負荷的介面操作層面達顯著差異，但在整體認知負荷、認知負荷的內容層面及學習成效則均未達顯著差異；而在資訊素養與認知負荷相關，則在量化分析中獲得部分顯著負相關之支持；資訊素養及認知負荷與學習成效之相關，在量化分析中均未獲支持。

The purposes of the study were to develop the Affection Tutoring System (ATS) for the education program of the dengue fever prevention and to evaluate students’ learning as well as relevant factors of learning effect after the ATS. The ATS was built upon the module of semantic emotion recognition embedded in an Intelligence Tutoring System (ITS). By the ATS, practitioners and teachers can effectively distribute knowledge and skills about the dengue fever prevention.
The study mainly contained two steps: the development of the ATS followed by the implement in the form of an experimental design. A convenience sample of sisty-six 5th and 6th graders were selected. This experiment is based on one-group pretest-posttest design. The experimental period is two weeks. To study the relevant factors that had an impact on students’ learning effect, the ATS group was regrouped by different levels of information literacy and cognitive load. The ATS group was observed during the program and furthermore, nine students were randomly selected to form a focal group, each of which was interviewed.
Both the quantitative and qualitative analyses results agreed that the ATS improves students’ learning about dengue fever. Diverse information accomplished students are obviously distinct at the interface operative level in their cognitive loads, but obscurely dissimilar in their integral cognitive loads as well as the content level, learning accomplishment in their cognitive loads. In addition, students’ information literacy seems to be negatively related to cognitive load. Finally, there is no significant evidence showing that either student’s information literacy or cognitive load is related to their learning effect. The restricted sample and size warrant careful generalization of the research findings.

中文摘要…………………………………………………………… i
英文摘要…………………………………………………………… ii
誌謝………………………………………………………………… iii
目錄………………………………………………………………… iv
表目錄……………………………………………………………… vi
圖目錄……………………………………………………………… vii

第一章 緒論…………………………………………………… 1
第一節 研究背景與動機……………………………………… 1
第二節 研究目的與問題……………………………………… 3
第三節 名詞釋義……………………………………………… 3
第四節 研究範圍與限制……………………………………… 4
第二章 文獻探討……………………………………………… 6
第一節 情緒辨識研究應用…………………………………… 6
第二節 資訊素養……………………………………………… 10
第三節 認知負荷……………………………………………… 11
第三章 研究設計與實施……………………………………… 14
第一節 研究架構……………………………………………… 14
第二節 研究假設……………………………………………… 15
第三節 研究對象……………………………………………… 15
第四節 研究工具……………………………………………… 16
第五節 研究實施程序………………………………………… 29
第六節 資料整理與分析……………………………………… 32
第四章 研究結果與討論……………………………………… 33
第一節 資訊素養與認知負荷之現況分析…………………… 33
第二節 ATS教學的學習成效 ………………………………… 34
第三節 資訊素養在認知負荷與學習成效的差異分析……… 35
第四節 資訊素養、認知負荷與學習成效之相關分析……… 37
第五節 質性結果分析………………………………………… 39
第五章 結論與建議…………………………………………… 43
第一節 結論…………………………………………………… 43
第二節 建議…………………………………………………… 45
參考文獻 ……………………………………………………… 48
一、中文部分 ………………………………………………… 48
二、西文部分 ………………………………………………… 49

附錄 ……………………………………………………………… 52
附錄一 問卷使用同意函（一）………………………………… 52
附錄二 問卷使用同意函（二）………………………………… 53
附錄三 國民小學學生資訊素養問卷…………………………… 54
附錄四 認知負荷評量問卷……………………………………… 57
附錄五 登革熱防疫知識測驗…………………………………… 59
附錄六 質性訪談問卷…………………………………………… 61

一、中文部分
行政院衛生署疾病管制局（2011）。2011 年 10 月 16 日 ， 取 自 http://www.cdc.gov.tw/t.asp?xItem=35872&ctNode=2365&mp=1. 。
周苡靖(2004)。國民小學學生資訊素養之研究─以雲林縣北港鎮各國小為例。南華大學資訊管理學系碩士論文，未出版，嘉義。
林敬偉(2011)。運用情感運算技術結合智慧型家教系統之設計與評估-以數位藝術課程為例。國立臺南大學數位學習科技學系碩士論文，未出版，台南。
計惠卿（1994）。互動式課程軟體之人機介面的新研究：使用者的思維模式。教學科技與媒體，14，40-48。
孫英澤、陳建良、劉峻杰、劉昭麟、蘇豐文 (2010)。中文短句之情緒分類。第22屆中華民國計算語言學學會研討會。
陳立(2010)。中文情感與意自動分類之研究。國立臺灣師範大學資訊工程研究所碩士論文，未出版，台北。
郭秀娥、張肇松、藍志堅 、周心寧、康慧怡、吳可夫（2008）。 2004年台灣屏東區域登革熱流行：一家區域醫院之病例探討，感染控制雜誌，18（6），341-348。
張華城、許濬聖 (2010)。用語音情緒辨識於互動玩具設計之開發研究。南台科技大學多媒體與電腦娛樂科學系研究所碩士論文，未出版，台南。
黃克文（1996）。認知負荷與個人特質及學習成就之關聯。國立台北師範學院國
民教育研究所碩士論文，未出版，台北市。
黃祖菁(2011)。運用多模式情感運算技術設計智慧型家教系統之人機介面-以數位藝術為例。國立臺南大學數位學習科技學系碩士論文，未出版，台南。
登革熱防治工作指引（2011）。2011 年 10 月 16 日，取自 http://www.cdc.gov.tw/t.asp?xItem=35872&ctNode=2365&mp=1.
黃柏勳（2003）。認知上的瓶頸-認知負荷理論。教育資料與研究，55，71-78。
黃柏勳（2004）。課程與教學的研究新取向：認知負荷理論。中等教育，55（6），
128-138。
黃基森、徐爾烈、陳永仁（1995）。台灣登革熱流行區斑蚊密度及孳生場所調查。中華公共衛生雜誌，14（3），228-236。
葛應欽（1989）。登革熱流行病學－登革熱在台灣的流行。The Kaohsiung Journal of Medical Sciences，5（1），1-11。
賴阿福(1995)。超媒體在教育上應用之探討。論文發表於臺北市立師範學院，臺北市立師範學院實習輔導室輔導組主辦之國小資訊教育學術研討會，臺北。

賴苑玲（2001）。國小學童資訊素養與國小圖書館利用教育之研究。2011年11月15日，取自http://www.ntnu.edu.tw/ace/new/2-2.htm.
魏婉貞（2007）。國小兒童在數位學習環境之認知負荷探討－以科學文章為例。臺北市立教育大學自然科學系自然科學教學碩士學位班碩士論文，未出版，台北市。

二、西文部分
Ammar M. B., Neji M., Alimi A. M.,&Gouardères G. (2010). The Affective Tutoring System. Expert Systems with Applications 37, 3013–3023.
Anderson, J. R., Corbett, A. T., Koedinger, K. R. & Pelletier, R., (1995). Cognitive tutors: lessons learned. Journal of the Learning Sciences 4, 167–207.
Beale.R, and Creed.C (2009), Affective Interaction: How emotional agents affect users. International Journal of Human-Computer Studies,67(9), 755-776.
Bhattacherjee, A. (1998). Managerial influences on intraorganizational information technology use: A principal-agent model.Decision Sciences, 29(1),39-162.
Bruce M. McLaren, Krista E. DeLeeuw, Richard E. Mayer (2010), A politeness effect in learning with web-based intelligent tutors.Int. J. Human-Computer Studies.
Burleson, W., Picard, R. (2004). Affective agents: Sustaining motivation to learn through failure and a state of stuck.
Chakraborty S., Roy D. &Basu A. (2010). Development of Knowledge Based
Intelligent Tutoring System Advanced Knowledge Based Systems.
Craig, S., Graesser, A., Sullins, J., Gholson, B. (2004). Affect and learning: an exploratory look into the role of affect in learning with AutoTutor. Journal of Educational Media 29.
D’Mello, S., Craig, S., Witherspoon, A., Mcdaniel, B., Graesser, A. (2008). Automatic detection of learner''s affect from conversational cues. User Modeling and User-Adapted Interaction 18, 45-80.

Eisenhardt, K. M. (1989). Agency theory: An assessment and review. Academy of Management Review, 14(1), 57-74.
Eisenberg, Mike & Lee, Hur-Li（1999）. New Perspective on Learning and Teaching: The Big Six Approach to Information Literacy Instruction. 在資訊素養與終身學習社會國際研討會，頁398-409。台北市：國立台灣師範大學。
Fuji Ren., (2009). Affective Information Processing and Recognizing Human Emotion. lectronic Notes in Theoretical Computer Science 225 (2009) , 39–50.


Graesser, A.C., Lu, S., Jackson, G.T., Mitchell, H., Ventura, M., Olney, A., Louwerse, M.M., (2004). AutoTutor: a tutor with dialogue in natural language. Behavioral Research Methods, Instrumentation, and Computers 36, 180-193.
Graesser, A., McDaniel, B., Chipman, P., Witherspoon, A., D''Mello, S., Gholson, B. (2006).Detection of emotions during learning with AutoTutor. Proceedings of the 28 th Annual Meetings of the Cognitive Science Society, 285-290.
Halstead SB.,Pathogenesis of Dengue（1988）.Challonges to molecular biology. Science, 239 , 476－481.
Jensen, M. C. and Meckling, W. H. (1976). The theory of the firm: Managerial behavior, agency costs and ownership structure. Journal of Financial Economics, 3(1), 305-360.
Jex, H. R.(1988). Measuring mental working: Problems, progress and promises. In P. A. Hancock & N. M. Meshkati, (Eds). Human mental workload. Amsterdam North-Holland: Elsevier, 5-40.
Jiajun Yan, David B. Bracewell, Fuji Ren, and Shingo Kuroiwa (2008). The Creation of a Chinese Emotion Ontology Based on HowNet, Advance online publication.
Johnson, W.L., Rickel, J.W., and Lester, J.C. (2000). Animated pedagogical agents: Face-to-face interaction in interactive learning environments. International Journal of Artificial Intelligence in Education 11, 47-78.
Lester, J.C., Converse, S.A., Kahler, S.E., Barlow, S.T., Stone, B.A. and Bhogal, R.S. (1997). The persona effect: Affective impact of animated pedagogical agents. Proceedings of CHI, 359-366.
Mao X.,& Li Z. (2010) . Agent based affective tutoring systems: A pilot study. Computers & Education 55, 202-208.
Mayer, R. E.＆ Moreno, R.(2003). Nine Ways to Reduce Cognitive Load in Multimedia Learning. EducationPsychology, 38(1), 43-52.
Michael B. Eisenberg and Robert Berkowitz (1988). Chapter 10 Library and Information Sills Curriculum Scope and Sequence. The Big Six Skills in Current Initiative: An Agenda and Strategy for Library Media Programs, 99-119.
Monath TP.Dengue（1994）.The risk to developed andeveloping countries. Proc. Natl Acad Sci 91 , 2395－2400.
Mousavi, S., Low, R., & Sweller, J. (1995). Reducing cognitive load by mixing auditory and visual presentation modes. Journal of Educational Psychology, 87(2), 319-334.
Pass, F., Renkle, A., & Sweller, J.(2003). Cognitive load theory and instructional design: Recent development. Educational Psychologist, 38(1), 1-4.


Picard, R. & Kort, B., Reilly, R., (2001). An affective model of interplay between emotions and learning: Reengineering educational pedagogy building a learning companion. In Proceedings IEEE international conference on advanced learning technology: Issues, achievements and challenges , 43–48.
Ricardo A.Calix, Sri Abhishikth Mallepndi, Bin Chen & Gerald M.Knapp(2010). Emotion Expression 3-D Synthesis from Predicted Emotion Magnitudes, Proceedings of the Twenty-Fifth International Florida Artificial Intelligence Research Society Conference.
Sarrafzadeh, A. (2002). Representing domain knowledge structure in Intelligent Tutoring Systems. Proceedings of the International Conference on Information and Communication Technologies in Education. Spain, November 02, 665-9.
Sarrafzadeh, A., Alexander, A., Dadgostar, F., Fan, C., Bigdeli, A. (2008). How do you know that I don''t understand? A look at the future of intelligent tutoring systems. Elsevier Journal- Computers in Human Behavior, 24 (4), 1342-1363.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 257-285.
Sweller, J., van Merrienboer, J. J. G. ＆ Pass, F. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10, 251-296.
Tiong-ThyeGoh, Yen-Pei Huang (2009). Monitoring youth depression risk in Web 2.0, The journal of information and knowledge management systems 39(3), 192-202.
Van Merrienboer, J. J. G., Kirschner, P. A., & Kester, L.(2003). Taking the load off a learner’s mind: Instructional design for complex learning. Educational Psychologist, 38(1), 5-13.
Wang Y., Guan L. (2005). Recognizing human emotion from audiovisual information. Proceedings of IEEE International Conference on Acoustics, Speeh, and Signal Processing(ICASSP), 2, 1125-1128, Philadelphia, PA, USA, March 18-23.
Wang, C.-Y., Chang, C.-W.& Chen, G.-D. (2009). Design an empathic virtual human to encourage and persuade learners in e-learning systems. ACM Multimedia MDTL.