臺灣博碩士論文加值系統

本研究旨在開發電腦輔助自律學習系統之學生不良自律學習行為偵測與提示機制來改善學生的不良自律學習行為。該系統讓學生進行自律循環模式的各種自律學習活動，並針對修正自我評量、目標設定、課後學習活動、延遲自我評量以及修正延遲自我評量這五種自律學習活動提供不良自律學習行為偵測與提示機制。例如：不準確的自我評量、不恰當的課後學習活動和不合宜的目標設定。系統偵測出不良的學生自律學習行為後，提供相對應的提示，讓學生有機會依照系統提示來修正自己的不良自律學習行為。該系統協助學生瞭解自己的學習情況，並能更準確且順利的完成自我評量、訂定學習目標、以及課後學習活動，建立更完善的自律學習。
本研究收集一門課程共60位學生使用電腦輔助自律學習系統進行四個自律學習循環各種自律學習活動資料，包括學生問卷、系統偵測到的學生各種不良自律學習行為比例、以及學生改善不良自律學習行為的比例。研究結果顯示系統偵測出21%不準確的修正自我評量，針對這些不準確的修正自我評量提供提示後有32%的比例因此而改善；系統偵測出7%不合宜的目標，針對這些不合宜的目標提供提示後有80%的比例因此而改善；系統偵測出學生在下課後有47%沒有進行課後學習活動，11%雖然有進行學習但是學習成效不佳；系統偵測出13%不準確的延遲自我評量，針對這些不準確延遲自我評量提供提示後有38%的比例因此而改善；系統偵測出16%不準確的修正延遲自我評量，針對這些不準確修正延遲自我評量提供提示後有28%的比例因此而改善。在學生填答的問卷結果顯示有65%的學生認為不良自律學習行為的偵測與提示機制對他們是有幫助的。

The study developed a computer assisted self-regulated learning system with detection and prompting mechanisms of ill self-regulated learning behaviors to improve students’ self-regulated learning behaviors. The system engages students in self-regulated learning activities of self-regulated learning cycle and detects students’ ill self-regulated learning behaviors in five self-regulated learning stages of modified self-evaluation, goal setting, after-school exercises, delayed self-assessment, and delayed modified self-assessment, such as inaccurate self-assessment, inappropriate after-school exercises, and inappropriate goal setting. The system will detect students’ ill self-regulated learning behaviors and prompt them to revise behaviors. Students can follow the system prompts to improve their ill self-regulated learning behaviors to have better understanding of their learning, accurate self-assessment, appropriate learning goals, and after-school learning activities for fulfilling better self-regulated learning .
This study conducted an evaluation to enroll 60 students to use the computer assisted self-regulated learning system to engage in four rounds of self-regulated learning cycle. The study collected the data of detected ill self-regulated learning, students’ response of prompts, and questionnaire results. The results showed that the ratio of detected inaccurate modified self-assessment is 21% and the improvement ratio after prompts is 32%. The ratio of detected inappropriate goal is 7% and the improvement ratio after prompts is 80%. The ratio of lacking of after-class learning is 47% and the ratio of poor after-class learning is 11%. The ratio of detected inaccurate delayed self-assessment is 13% and the improvement ratio after prompts is 38%. The ratio of detected inaccurate modified delayed self-assessment is 16% and the improvement ratio after prompts is 28%. In addition, the questionnaire results showed that 65% of the students indicated that the detection and prompting mechanisms of ill self-regulated learning behaviors were helpful to them.

摘要 i
Abstract iii
致謝 v
第一章　緒論 1
1.1 研究背景 1
1.2 研究動機 2
1.3 研究目的 3
1.4 論文架構 4
第二章　文獻探討 5
2.1自律學習 5
2.2開放性學生模型 6
2.3電腦輔助自律學習系統 7
第三章　系統設計 9
3.1 系統架構 9
3.2 系統介面與實作 14
3.2.1操作流程 14
3.2.2學習流程之視覺化 15
第四章　研究議題與評估 34
4.1 研究議題 34
4.2 評估設計 35
4.3 系統評估流程實際執行狀況 36
4.3.1實施流程 36
4.4 系統評估結果 38
4.4.1自我評量 38
4.4.2目標設定與策略計劃 44
4.4.3策略實行與監控 47
4.4.4策略結果與監控 49
4.5 問卷評估結果 56
第五章　結論與建議 59
參考文獻 61
英文文獻 61
中文文獻 62
附錄 63

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