臺灣博碩士論文加值系統

本研究利用社會網絡分析進行學生社會學習行為之分析，用以探勘不同性別與性別組合之學生在Facebook平臺上進行輔助學習時時不同的互動討論行為，藉以了解性別與性別組合對學習之影響。本研究提出七種SNA指標，以探討學生個人或群體之間的溝通模式：參與度、領導性、互動性、網絡離中性、訊息掌握度、貢獻度以及迴響度。本研究亦進行實證研究以證明所提出之SNA指標的可行性。我們將參與者分為三種不同性別組合的討論群組：（1）混合性別討論群組，（2）女生討論群組，和（3）男生討論群組，記錄其於Facebook上各自之組內或跨組的討論活動，藉以分析參與者的性別與性別組合其社會學習行為與學習成就之關聯性。
實驗結果顯示，以性別來說：男生在社交學習時表現較高之領導性、訊息掌握度和迴響度，其學習成就亦較女生高。以性別組合來說：女生在同性組合下有較高之參與度、互動性、與貢獻，其學習效果亦比在異性組合下更優異；男生在異性組合下有較高之領導性與訊息掌握度，其網絡離中性亦較低，其學習成就則較在同性組合下更優異。

This study developed mining algorithms based on social network analysis (SNA) to investigate the effects of gender and gender paring on students’ social learning behaviors on Facebook. Seven types of SNA indexes were derived to discuss both individual and group communications: engagement, leadership, interaction, dispersion, broker, contribution, and response. We also conducted an empirical study to prove the feasibility of the proposed algorithms. In the experiment, participants were grouped into three types of discussion groups based on gender combinations: (1) the mixed-gender discussion group, (2) the female discussion group, and (3) the male discussion group. Social learning behaviors, such as in-group communication and between-group communication for different gender combinations were then analyzed to see the gender and gender-paring effects.
Experimental result shows that males had higher rates on leadership, broker, and response than females, and they also performed better in learning achievement; females in the single-gender groups had higher attendance, interaction, and contribution, and they also had higher learning achievements than females in the mixed-gender groups; males in the mixed-gender groups had higher rates on leadership and broker, and lower dispersion, and they also performed better in learning achievements than males in the single-gender groups.

目次
第1章 緒論 1
1.1 研究背景與動機 1
1.2 研究目的 3
第2章 文獻探討 5
2.1 社會網絡分析歷史 5
2.2 社會網絡分析指標 6
2.2.1 Degree centrality 6
2.2.2 Closeness Centrality 7
2.2.3 Betweenness centrality 7
2.2.4 群聚度 8
2.2.5 分離度 8
2.3 社會網絡基本理論 9
2.3.1 正規圖與隨機圖 9
2.3.2 小世界理論 9
2.4 社會網絡分析應用 11
2.5 社會網絡分析於教育之應用 15
第3章 研究方法 18
3.1 研究設計 18
3.1.1 實驗對象 18
3.1.2 實驗流程 18
3.2 系統架構 24
3.3 基於Facebook社交平臺之社會網絡分析演算法 25
3.3.1 參與度 25
3.3.2 領導性 27
3.3.3 互動性 30
3.3.4 網絡離中性 31
3.3.5 訊息掌握度 32
3.3.6 貢獻度 32
3.3.7 迴響度 33
第4章 研究結果與分析 35
4.1 學習者參與狀況 35
4.2 基於Facebook社交平臺之社會網絡分析演算法分析結果 40
4.2.1 三組性別分組比較 41
4.2.2 女性與男性比較 43
4.2.3 異性組合與同性組合下的女生比較 44
4.2.4 異性組合與同性組合下的男生比較 46
4.2.5 異性組合與同性組合比較 48
4.2.6 實驗結果與成就測驗結果比較 49
4.3 學習者社會網絡之小世界分析 51
第5章 結論與建議 55
5.1 研究結論 55
5.2 未來研究建議 58
參考文獻 59



 
圖目次
圖 2 1 正規圖、小世界圖及隨機圖 11
圖 2 2 食材搭配網 12
圖 2 3 食材替代網 13
圖 2 4 The backbone of the flavor network 13
圖 2 5 產品空間網絡 14
圖 3 1 實驗流程圖 20
圖 3 2 Facebook撰寫貼文及分享功能 21
圖 3 3 Facebook上傳影像功能 21
圖 3 4 Facebook提出問題功能 22
圖 3 5 Facebook檔案上傳功能 22
圖 3 6 學生在Facebook社團討論狀況 23
圖 3 7 基於Facebook之社會網絡分析系統架構圖 24
圖 3 8 學生留言互動示意圖 26
圖 3 9學生按贊互動示意圖 27
圖 3 10學生被留言互動示意圖 29
圖 3 11學生被留言互動示意圖 29
圖 4 1 女女組合班級每週臉書留言次數長條圖 36
圖 4 2女女組合班級每週臉書按贊次數長條圖 36
圖 4 3 男女組合班級每週臉書留言次數長條圖 37
圖 4 4 男女組合班級每週臉書按贊次數長條圖 38
圖 4 5男男組合班級每週臉書留言次數長條圖 39
圖 4 6男男組合班級每週臉書按贊次數長條圖 39
圖 4 7 各組合平均留言及按贊次數長條圖 40
圖 4 8 女女組合班級互動網絡圖 52
圖 4 9 男女組合班級互動網絡圖 53
圖 4 10男男組合班級互動網絡圖 54
 
表目次
表 2 1正規圖與隨機圖之平均分離度及平均群聚度公式 9
表 3 1 實驗研究對象分組方式 20
表 4 1女女組合班級每週臉書留言及按贊次數統計 35
表 4 2男女組合班級每週臉書留言及按贊次數統計 36
表 4 3男男組合班級每週臉書留言及按贊次數統計 38
表 4 4 三種性別組合的前測成績之描述性統計量 41
表 4 5三種性別組合的問題解決表現之敘述統計 41
表 4 6 三種性別組合之社會網絡分析 42
表 4 7不同性別的問題解決表現之敘述統計 43
表 4 8 不同性別之社會網絡分析法 43
表 4 9 女生在異性組合和同性組合下的問題解決表現之敘述統計 44
表 4 10 女生在異性組合和同性組合下之社會網絡分析 45
表 4 11 男生在異性組合和同性組合下的問題解決表現之敘述統計 46
表 4 12 男生在異性組合和同性組合下之社會網絡分析 47
表 4 13 異性組合和同性組合的問題解決表現之敘述統計 48
表 4 14 異性組合和同性組合下之社會網絡分析 48
表 4 15 實驗結果與成就測驗分析結果比較 49
表 4 16 各組小世界分析 51

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