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研究生:劉欣蘭
研究生(外文):LIU, HSIN-LAN
論文名稱:結合心智圖之情感式適性學習系統對批判性思考、反思能力、問題解決能力之影響
論文名稱(外文):The influence of the combination of mind mapping and affective adaptive learning system on critical thinking, reflective thinking and problem solving ability
指導教授:林豪鏘林豪鏘引用關係
指導教授(外文):LIN, HAO-CHIANG
口試委員:戴敏育伍柏翰
口試委員(外文):DAY, MIN-YUHWU, PO-HAN
口試日期:2020-08-13
學位類別:碩士
校院名稱:國立臺南大學
系所名稱:數位學習科技學系碩博士班
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:2020
畢業學年度:108
語文別:中文
論文頁數:88
中文關鍵詞:情感運算心智圖情感式家教系統文字情緒臉部情緒適性化學習批判性思考反思能力問題解決能力
外文關鍵詞:Affective Computingmind mappingAffective Tutoring Systems, ATSsemantic emotionface emotionAdaptive LearningCritical Thinkingreflective thinkingProblem solving ability
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近年有許多研究顯示,具正向情緒者所產生的新奇點子,比具有負向情緒者更多。學習者在正向情緒狀態下,會更有意願探索新奇事物或想法,增加創意解決問題的可能性,正向的情緒會促進創意問題解決且可以消除原有負向情緒的結果。因此教學需要適性地與學生互動,以因應其不同情緒。了解學習者的身心狀態而調整成最適合的教學方式,其中理解學習者的情緒給予適時的回饋,引導適合的教材,才能使學習者更感到興趣,也可能更具學習成效。

本研究發展建構了一套結合文字與表情線索的情感式適性學習系統,用來瞭解學習者學習過程的情緒反應,針對不同學習者調整課程為不同難易程度比例的模組,並且加入心智圖輔助教學,以及設計了非同步線上討論區進行課程相關問題的討論與回饋。以此幫助學習者提高學習成效、創造力、批判性思考、反思與問題解決能力。並採用準實驗設計,對象為南部某大學43名學生,實驗組為結合心智圖的情感式適性學習系統,控制組為心智圖學習系統組,比較兩組學生在「學習成效」、「學習情緒」、「批判性思考能力」、「反思能力」、「問題解決能力」以及「心流狀態」之前、後測成績的差異。運用統計量化分析方法:描述性統計、t檢定以及ANCOVA進行分析,統計結果顯示,本學習系統根據學習者的文字與表情之情緒而調整合適的教材,獲得了大部分學習者的喜愛。實驗組在學習成效、批判性思考、反思能力以及問題解決能力中達顯著差異,實驗組學生在心智圖的作品中也較優於控制組的學生。在學習情緒分析中,分成學習時段前、中、後測,在學習前與學習中階段實驗組與控制組學生未達顯著差異,而學習後的學習情緒實驗組達顯著性差異。

For the past few years, lots of studies demonstrated that optimistic participant produced more novel thoughts than pessimistic one. Optimistic participants are more willing to explore novel things or thoughts. It increases the possibility to solve problem with creativity. Optimistic emotions help to solve problem with creativity and to eliminate the adverse result caused by pessimistic ones. As a result, educators need to interact more adaptively with students to respond their different emotions. Adaptive teaching is to find out the best approach by realizing student’s mental status. In order to acquire better learning outcomes and raise student’s heed, educators need to give timely feedback to student’s emotions then introduce proper course materials.
This study establishes an affective adaptive learning system, integrating clues of characters and countenance, to acquire student’s emotional response during learning process, to offer module with different degree of difficulty in accordance with different kind of learner. It also incorporates mind mapping assisting teaching and designs an asynchronous online forum for subject discussion and feedback. It promotes participant’s learning performance, creativity, critical thinking, reflective thinking and problem solving ability.The outcomes demonstrate that our system, offering module with different degree of difficulty in accordance with different characters, countenance and emotions from our participant, is highly praised. Mind mapping assisting teaching promote learner’s creativity. Asynchronous online forum upgrades their critical thinking, reflective thinking and problem solving ability.


摘 要 I
ABSTRACT II
誌 謝 III
目次 IV
表目次 IX
圖目次 XI
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與問題 3
第三節 研究限制 3
一、 研究對象 3
二、 研究教材 3
三、 實驗時間 4
第四節 研究架構 4
第二章 文獻探討 5
第一節 學習與情緒 5
一、 學習與情緒辨識 5
二、 情感運算 5
三、 情感式家教系統 6
第二節 適性化學習 7
一、 適性化學習定義 7
二、 適性化教學課程 7
三、 適性化學習的即時反饋特性 8
第三節 心智圖 8
一、 心智圖定義 8
二、 心智圖與創造力 9
三、 數位心智圖 9
第四節 批判性思考 10
一、 批判性思考的定義 10
二、 批判性思考與知識的關係 10
第五節 反思 11
一、 反思的定義 11
二、 反思可以讓學習變得更有意義化 12
三、 反思可以提升學習成效與增進學習經驗 12
第六節 反思能力與批判性思考的關係 13
第七節 問題解決能力 13
一、 問題解決能力定義 13
二、 問題解決能力是一種學習歷程 14
三、 問題解決能力須具備,創造思考、批判思考和推理思考 14
第八節 心流 15
第九節 相關研究探討 16
第三章 研究方法 17
第一節 研究流程架構 17
第二節 系統設計架構 18
一、 系統開發工具 19
二、 臉部辨識 19
三、 文字語意辨識 22
四、 適性化課程 25
五、 數位心智圖 27
六、 情緒代理人 27
第三節 系統介面 28
一、 學習系統介面 28
二、 結合心智圖情感式適性學習系統與心智圖學習系統 29
第四節 實驗設計 30
一、 實驗對象、環境 30
二、 實驗流程 31
第五節 研究工具 33
一、 數位心智圖評量表 33
二、 討論區問題分析評量表 33
三、 學習成效測驗 34
四、 AEQ學習情緒量表 34
五、 批判性思考量表 35
六、 反思能力量表 35
七、 問題解決能力量表 36
八、 心流狀態量表 36
第四章 實驗結果與分析 37
第一節 數位心智圖評估結果 37
第二節 討論區分析結果 39
第三節 學習成效評估結果 40
一、 學習成效測驗統計分析 40
第四節 學習情緒評估結果 41
一、 AEQ學習情緒量表統計分析 41
二、 研究對象學習情緒表現分析 43
第五節 批判性思考評估結果 47
一、 批判性思考量表統計分析 47
第六節 反思能力評估結果 48
一、 反思能力量表統計分析 48
第七節 問題解決能力評估結果 49
一、 問題解決能力量表統計分析 49
第八節 心流狀態評估結果 50
一、 心流狀態統計分析 51
第五章 結論與未來展望 53
第一節 結論 53
一、 情感式適性化學習系統於數位藝術課程對「學習成效」有顯著提升 53
二、 情感式適性化學習系統於數位藝術課程對「AEQ學習情緒」有顯著提升 53
三、 情感式適性化學習系統於數位藝術課程對「批判性思考」有顯著提升 54
四、 情感式適性化學習系統於數位藝術課程對「反思能力」有顯著提升 54
五、 情感式適性化學習系統於數位藝術課程對「問題解決能力」有顯著提升 54
六、 情感式適性化學習系統於數位藝術課程對「心流狀態」有顯著提升 55
第二節 研究貢獻 55
第三節 未來展望 56
一、 對系統設計之建議 56
二、 對學習層面之建議 57

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