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研究生:王翔毅
研究生(外文):Shiang-Yi Wang
論文名稱:戲劇式學習之利他社群平台
論文名稱(外文):Drama Based Learning : A Social Networking Sites Toward The Altruism
指導教授:陳國棟陳國棟引用關係
指導教授(外文):Gwo-Dong Chen
學位類別:碩士
校院名稱:國立中央大學
系所名稱:資訊工程學系
學門:工程學門
學類:電資工程學類
論文種類:學術論文
論文出版年:2015
畢業學年度:103
語文別:中文
論文頁數:83
中文關鍵詞:利他動機利他行為社群網站
外文關鍵詞:Altruistic motivesAltruistic behaviorsSocial networking sites
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在升學至上的學習環境下,大部分的學生通常只在乎自己學得好不好,很少主動會去幫助其他學生學習,教師在課堂上也較少有關於利他的活動設計,在班級上難以興起一個互助助人的利他風氣。然而,隨著社群網站的興起,我們看到在同個群組中,有著共同目標的使用者主動分享資訊給他人,這些動作不完全只是為了自己,同時也幫助了他人。
有鑑於此,本研究提出一個結合社群的利他學習平台,平台以分組的方式呈現學生在課堂上的學習作品,由於學生可以在課後互相觀摩彼此的作品並給予回饋,而產生反思與學習的效果。與其他社群平台不同的是,我們配合教師的教學設計,並有班級經營的概念,學生透過平台上的利他機制,在班級上提升利他風氣。
我們實際將系統導入某國小,做為期一年的實驗,對象是以英文為第二外語的五年級學生,並根據英文教材設計每一課的教學活動。教學活動分為MiniPlay情境學習、Learning Mosaic小組活動和利他平台的觀摩學習。MiniPlay和Learning Mosaic為課堂上的活動,學生根據活動產出個人和小組的學習作品,並在課後到利他平台進行觀摩學習。
教師表示利他平台上的觀摩學習,學生可以藉由觀摩彼此的作品而達到學習的效果。此外,利他平台的活動設計,讓小組內互助的風氣有提升,學生也有主動幫助其他組的行為發生。然而,學生表示回家後能使用電腦的時間大多都花在遊戲上,學生在利他平台上較不活躍,所以系統可能需要更多的經營策略來維持學生的長期使用。

In the current exam-oriented learning environment, most students only care themselves for learning better, they seldom help others. Teachers also design less activity based on altruism. Therefore, it is hard to rise an altruistic atmosphere in the classroom. With the rise of social networking sites, we found that users will share information for each other in the same group. Those are not entirely only for themselves, but also help others.
In the view of this, the study proposed a social e-learning networking sites toward the altruism. It presented students’ learning outcomes in the class by a grouping way. There is the effects of learning and self-reflection among students through observing others’ learning outcomes on sites after school. Compared to other social networking sites, we follow teaching design by teachers and system-design have the concept of classroom management. Through altruistic mechanism on the site, students enhance the altruistic atmosphere in the classroom.
The altruistic site is introduced to one of the primary school locally and used in formal curriculum of English as a second language for a whole year. Teaching activities are divided into learning cinema, audio comic and observation on altruistic site. Students produced learning outcomes in the classroom through learning cinema and audio comic activities, and then observed others’ learning outcomes after school on the altruistic site.
According to the participated teacher, they pointed out that students have a positive effects on learning through observational learning on the altruistic site. Besides that, it enhanced altruistic atmosphere in the same group effectively and students also have the initiative to help other students form different group by altruistic mechanism on altruistic site.
However, according to the participated students, they show less lively on altruistic site because they spent most of time on playing game after school. Therefore, the altruistic site may require more management strategies to maintain student’s long-term use.

中文摘要 i
ABSTRACT ii
誌謝 iii
目錄 iv
圖目錄 vi
表目錄 vii
第一章 緒論 1
1-1 研究背景 1
1-2 研究動機 1
1-3 研究目標 2
1-4 研究問題與解決方案 3
1-4-1 如何提升小組內的利他風氣? 3
1-4-2 如何提升各組之間的利他風氣? 4
1-5 論文架構 4
第二章 相關研究 5
2-1 利他主義(altruism) 5
2-2 社群網站經營模式 5
2-2-1 社群網站 6
2-2-2 使用者參與社群網站的動機 6
2-2-3 使用者願意長時間在社群網站上活動的關鍵因素 6
2-2-4 社群網站比較 7
第三章 系統與教學設計 10
3-1 iGrow平台的設計理念 10
3-2 iGrow平台上的利他機制 11
3-2-1 小組內的利他機制 11
3-2-2 各組之間的利他機制 11
3-3 iGrow平台的經營模式 12
3-3-1 如何吸引學生的參與 12
3-3-2 如何維持學生長期的使用平台 12
3-4 教學設計 13
3-5 系統架構與實作 16
第四章 實驗與結果 24
4-1 實驗 24
4-1-1 實驗假設 24
4-1-2 實驗對象 24
4-1-3 實驗教材 25
4-1-4 實驗教學流程 25
4-1-5 實驗工具 26
4-1-6 問卷與訪談結果 28
4-1-7 實驗結果與檢討 38
4-2 教學活動 38
4-2-1 對象 38
4-2-2 教材 39
4-2-3 教學活動流程 39
4-2-5 方法 40
4-2-6 問卷與訪談結果 40
4-2-7 教學活動總結 46
4-3 關鍵導入因素 47
4-4-1 教師和資訊團隊的支援與協助 47
4-4-2 降低教師的負擔 47
4-4-3 學生能即時觀看自己的作品 48
第五章 結論與未來研究 49
5-1 結論 49
5-2 未來研究 49
5-2-1學習平台上利他的建議 49
5-2-2經營平台的建議 50
參考文獻 51
附錄一、實驗行程記錄 55
附錄二、實驗問卷(實驗組) 57
附錄三、實驗問卷(對照組) 60
附錄四、實驗訪談問題 63
附錄五、iGrow平台系統修改紀錄 64
附錄六、iGrow各組間利他問卷 65
附錄七、下學期教學活動訪談問題 67
附錄八、資訊組長訪談 68
附錄九、Oded Nov.(2010)利他動機問卷 70


英文文獻探討
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[4] Gintis, H., Bowles, S., Boyd, R., & Fehr, E. (2003). Explaining altruistic behavior in humans. Evolution and Human Behavior, 24(3), 153-172.
[5] Hsu, C. L., & Lin, J. C. C. (2008). Acceptance of blog usage: The roles of technology acceptance, social influence and knowledge sharing motivation.Information & management, 45(1), 65-74.
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[8] Maner, J. K., Luce, C. L., Neuberg, S. L., Cialdini, R. B., Brown, S., & Sagarin, B. J. (2002). The effects of perspective taking on motivations for helping: Still no evidence for altruism. Personality and Social Psychology Bulletin, 28(11), 1601-1610.
[9] Vergeer, M., & Pelzer, B. (2009). Consequences of media and Internet use for offline and online network capital and well‐being. A causal model approach.Journal of Computer‐Mediated Communication, 15(1), 189-210.
[10] Wasko, M. M., & Faraj, S. (2005). Why should I share? Examining social capital and knowledge contribution in electronic networks of practice. MIS quarterly, 35-57.
[11] Hernandez, B., Montaner, T., Sese, F. J., & Urquizu, P. (2011). The role of social motivations in e-learning: How do they affect usage and success of ICT interactive tools?. Computers in Human Behavior, 27(6), 2224-2232.
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[19] Nadkarni, A., & Hofmann, S. G. (2012). Why do people use Facebook?.Personality and individual differences, 52(3), 243-249.
[20] Blanchard, A. L., & Markus, M. L. (2004). The experienced sense of a virtual community: Characteristics and processes. ACM Sigmis Database, 35(1), 64-79.
[21] Koh, J., Kim, Y. G., & Kim, Y. G. (2003). Sense of virtual community: A conceptual framework and empirical validation. International Journal of Electronic Commerce, 8(2), 75-94.
[22] Nov, O., Naaman, M., & Ye, C. (2010). Analysis of participation in an online photo‐sharing community: A multidimensional perspective. Journal of the American Society for Information Science and Technology, 61(3), 555-566.
[23] Wasko, M. M., & Faraj, S. (2005). Why should I share? Examining social capital and knowledge contribution in electronic networks of practice. MIS quarterly, 35-57.
[24] Dholakia, U. M., Bagozzi, R. P., & Pearo, L. K. (2004). A social influence model of consumer participation in network-and small-group-based virtual communities. International journal of research in marketing, 21(3), 241-263.
[25] Sangwan, S. (2005, January). Virtual community success: A uses and gratifications perspective. In System Sciences, 2005. HICSS'05. Proceedings of the 38th Annual Hawaii International Conference on (pp. 193c-193c). Ieee.
[26] Cheung, C. M., & Lee, M. K. (2009). Understanding the sustainability of a virtual community: model development and empirical test. Journal of Information Science.
[27] De Wulf, K., Schillewaert, N., Muylle, S., & Rangarajan, D. (2006). The role of pleasure in web site success. Information & Management, 43(4), 434-446.
[28] Bourhis, A., & Dubé, L. (2010). ‘Structuring spontaneity’: investigating the impact of management practices on the success of virtual communities of practice. Journal of Information Science, 36(2), 175-193.
[29] Xu, B., & Li, D. (2015). An empirical study of the motivations for content contribution and community participation in Wikipedia. Information & Management, 52(3), 275-286.
[33] Martín-Blas, T., & Serrano-Fernández, A. (2009). The role of new technologies in the learning process: Moodle as a teaching tool in Physics. Computers & Education,52(1), 35-44.
[34] Round, C. (2013). The best mooc provider: A review of coursera, udacity and edx. Web. http://www. skilledup. com/blog/the-best-mooc-provider-a-review-of-coursera-udacity-and-edx.
中文文獻探討
[2] 李汪翰.(2014)。朝向利他的學習作品集網路平台。
[30] 洪嘉培, & 袁心玫. (2001). 虛擬社群經營模式之探討—以優仕綱為例綱路與虛擬社群. 傳播與管理研究, 1(1), 45-71.
[31] 李其勳. (2011). 應用層級分析法於社群網站關鍵成功因素之研究—以 facebook 網站為例. 中原大學資訊管理研究所學位論文, 1-54.
網站文獻探討
[6] 有趣的倫理學-利他主義。取自
http://blog.roodo.com/ethics666/archives/2356898.html
[12] 社群網路服務。取自
http://zh.wikipedia.org/wiki/%E7%A4%BE%E4%BA%A4%E7%B6%B2%E8%B7%AF%E6%9C%8D%E5%8B%99
[32] eClass網上社群。取自
http://eclass.jtps.tyc.edu.tw/templates/
http://www.eclass.com.hk/index.php
[35] MIC研究報告-教育雲端服務平台—MOOC發展動態。取自
http://mic.iii.org.tw/aisp/reports/reportdetail_register.asp?docid=3026&rtype=freereport

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