臺灣博碩士論文加值系統

自我解釋學習活動要求學生一邊閱讀教材一邊解釋教材，許多研究已經證明了自我解釋可以增進學生的學習效果。但是研究也顯示學生在自我解釋學習教材時有個別差異進而影響學習成效，因此許多學者研究如何使用輔助方法來提升學生的自我解釋學習成效。本研究研發一套動態化提示機制來輔助學生進行自我解釋。系統使用網頁方式提供教材並且讓學生輸入自然語言形式的自我解釋方式學習，也讓學生自我監測自己對教材各段落的了解程度。系統運用學生對各教材段落的自我監測結果以及教材段落與概念之關聯與權重值來判斷學生對各概念的了解程度，進而計算學生需要提示的教材段落位置和內容，以達到動態化提示的目的。本研究將學生分為實驗組與對照組來比較動態提示與非動態提示的成效。實驗結果顯示接受動態提示的實驗組學生比起接受非動態提示的控制組學生有較好的後測表現與較多的高品質自我解釋增加量。此結果顯示動態提示機制可以幫助學生提升對教材的了解程度，並使學生有較好的學習成效。

Self-explaining learning activity engages students in explaining the teaching materials by themselves when they read the materials. Many researchers have proved that self-explaining can improve student’s learning performance. Researches also showed that the effects of self-explaining exist individual differences in self-explanations and performance. Many scholars researched how to use auxiliary methods to enhance the effects of student self-explaining. This research developed a system with dynamically prompting mechanism to assist student in self-explaining. The system provided a teaching material, allowed students to key in self-explanations, and allowed students to self-monitor their own understanding level of each paragraph of the material. This system applied the relationships among paragraphs and involved concepts and the student self-monitoring results of each paragraph to calculate student understanding level of all concepts. Based on calculated understanding, the system dynamically determined the locations and the contents of prompts and then provided dynamic prompting. An experiment with experimental group and control group was conducted to compare the effects of dynamic prompting and non-dynamic prompting. The experimental results showed that students of the experimental group had better post-test and more increased high-quality self-explanations than students of the control group. The results indicated that the dynamic prompting mechanism assisted student in self-explaining and increased student performance.

摘要 ii
Abstract iii
誌謝 v
表目錄 viii
圖目錄 ix
第一章 緒論 10
1.1研究背景 10
1.2研究目的 11
1.3 論文架構 11
第二章 文獻探討 12
2.1 自我解釋 12
2.2 以題目與概念關係的知識評量 14
第三章 系統設計與實作 15
3.1系統操作流程 15
3.2教材概念與動態提示 18
第四章、評估方法 23
4.1系統流程 23
4.2數據分析與評估 24
5.實驗結果與分析 26
5.1 學生自我監測結果所計算出概念了解程度之準確性 26
5.2 動態提示與非動態提示之比較 28
6.結論與討論 44
6.1 結論 44
6.2延伸議題 46
參考文獻 47
附錄 48
附錄一:教材內容 48
附錄二:前測內容 57
附錄三:後測內容 58
附錄四:系統問卷 59

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