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研究生:楊拉馬
研究生(外文):Yan Amal Abdilah
論文名稱:利用XAPI開發和評估在真實情境的無所不在幾何學習
論文名稱(外文):Development and Evaluation of Ubiquitous Geometry Learning in Authentic Contexts with Experience API
指導教授:黃武元黃武元引用關係
指導教授(外文):Wu-Yuin Hwang
學位類別:碩士
校院名稱:國立中央大學
系所名稱:網路學習科技研究所
學門:教育學門
學類:教育科技學類
論文種類:學術論文
論文出版年:2018
畢業學年度:106
語文別:英文
論文頁數:89
中文關鍵詞:泛在幾何學習行為真實任務多重表徵同伴評估體驗API
外文關鍵詞:Ubiquitous-Geometrylearning behaviorauthentic taskmultiple representationpeer assessmentexperience API
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本研究的目的是調查真實學習中學習行為與四年級學生學習成績之間的關係。調查包括行為的質量和數量。在台北三民小學,學生們使用我們的Ubiquitous Geometry(UG)系統學習角度和多邊形。 UG系統利用xAPI規範記錄三種學習行為,如真實測量,註釋和同伴評估。共有53名學生參加本研究,由對照組的27名學生和實驗組的26名學生組成。統計分析表明,實驗組學習成績較好。真實的測量對結果產生了最大的影響。特別是利用鏡頭和陀螺儀傳感器測量仰角和俯仰角。他們多次測量許多物體以滿足學習的需要。另一個發現是繪圖功能是註釋和同伴評估活動中最有價值的功能。學生們使用繪畫功能以不同的表現形式(數字,符號和文本)表達自己的想法。他們為他們的繪畫使用了各種顏色。學生不能從同伴評估中獲益。大多數學生覺得繪畫可以指出誤解的地方。同時,學生評論文本的意義不大。本研究強烈建議利用科技從學習幾何的真實環境中學習。系統應該開發功能來評分行為的品質。這樣可以收集更複雜的數據,並可以在未來的研究中進行更深入的分析。
The aim of this study is to investigate relationship between learning behaviors and learning achievement of fourth grade students in authentic learning. The investigation included quality and quantity of behaviors. In Sanmin Elementary School, Taipei, the students used our Ubiquitous Geometry (UG) system to learn angle and polygon. UG system utilized xAPI specification to record three learning behaviors, such as authentic measurement, annotation, and peer assessment. Total of 53 students joined this study, consisted of 27 students in control group and 26 students in experimental group. The statistical analysis showed that experimental group has better learning achievement. Authentic measurement contributed the biggest effect for the result. Especially, measuring angle of elevation and depression which utilize camera and gyro sensor. They measured many objects several times to fill their satisfaction in learning. Another finding is that drawing feature is most valuable feature in annotation and peer assessment activities. Students used drawing feature to express their ideas in different representations (figures, symbols, and texts). They used various colors for their drawing. Students can not benefit much from peer assessment. Most of students commend drawing were circles that pointed out misconception. Meanwhile, students comment texts were less meaningful. This study strongly recommends utilization of advance technology to learn from authentic contexts for learning geometry. System capability to score behaviors’ quality should be developed. So that more complex data can be collected and deeper analysis can be conducted in the future studies.
中文摘要 V
Abstract VI
Acknowledgement VIII
Table of Contents IX
List of Figures XII
List of Tables XIII
List of Appendix XIV
1. INTRODUCTION 1
1-1 BACKGROUND 1
1-2 PURPOSE 4
2. LITERATURE REVIEW 5
2-1 AUTHENTIC CONTEXTS 5
2-2 UBIQUITOUS GEOMETRY LEARNING 6
2-2-1 Framework of Ubiquitous Geometry 9
2-2-2 Theory of Learning Geometry (Van Heile) 10
2-3 IMPORTANT LEARNING BEHAVIOR 12
2-3-1 Authentic Measurement 12
2-3-2 Multiple Representation (Annotation) 13
2-3-3 Peer Assessment 13
2-4 EXPERIENCE API (xAPI) 14
2-4-1 xAPI Statement 15
2-4-2 Learning Record Store LRS 16
2-5 MEASURING STUDENTS’ PERCEPTION TOWARD TECHNOLOGY 17
2-6 MEASURING STUDENTS’ LEARNING MOTIVATION 18
3. UBIQUITOUS GEOMETRY SYSTEM DESIGN 20
3-1 Authentic Context 20
3-2 Learning Activities 20
3-2-1 Basic Angle (school curriculum) 20
3-2-2 Advance Angle (additional topic) 21
3-2-3 Peer Assessment 23
3-3 Seamlessness 23
4. RESEARCH METHOD 24
4-1 TYPES OF RESEARCH 24
4-2 RESEARCH ARCHITECTURE AND RESEARCH VARIABLES 24
4-2-1 Control Variable 25
4-2-2 Independent Variable 25
4-2-3 Dependent Variable 25
4-3 RESEARCH PROCEDURE 27
4-3-1 Preparation 28
4-3-2 Data Collection 29
4-3-3 Result 30
4-4 RESEARCH SUBJECTS 31
4-5 DATA COLLECTION AND PROCESSING 31
4-5-1 Learning Behavior 31
4-5-2 Learning Achievement 32
4-5-3 Students Perception toward UG System 32
4-5-4 Students Motivation in Authentic Learning 33
4-5-5 Interview 33
4-6 DATA ANALYSIS TECHNIQUE 33
5. RESULT AND ANALYSIS 34
5-1 LEARNING EFFECTIVENESS 34
5-2 RELATIONSHIP BETWEEN LEARNING BEHAVIORS AND LEARNING ACHIEVEMENT 37
5-1-1 Based on Quality of Student’s Learning Behavior 37
5-1-2 Based on Quantity of Student’s Learning Behavior 43
5-3 STUDENTS PERCEPTION TOWARD USING UG SYSTEM IN AUTHENTIC LEARNING ENVIRONMENT 48
6. CONCLUSION AND SUGGESTION 50
6-1 CONCLUSION 50
6-2 SUGGESTION 51
REFERENCES 53
APPENDIX 57
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