臺灣博碩士論文加值系統

　　個案學習(Case-based learning)普遍使用在基礎醫學及臨床醫學的領域中，如何有意義的呈現這些臨床的個案，則是相當重要。本論文中使用web及CAI(Computer Aided Instruction)的技術結合問題導向的學習方法(PBL)，提出了一個多媒體及個案學習的醫學教學系統稱為HINTS(Health Information Network Teaching System )。使用者（包含老師及學生）可以使用瀏覽器，編輯或瀏覽這些教學個案，達到臨床學習的目標。
同時本論文中也提出了一些在e-Learning中有用的機制及方法，整合到HINTS，以協助學生做更有效率的學習。其中包括: (1)一個教學個案在不同科別部門的不同表現方式，讓學生對一個教學個案有更整體的瞭解。(2)因每個教學個案，會隨時間的變化而有不同病情的演變，所以在教學個案加入時間順序的機制，讓個案更接近真實的病例。(3)我們提出，將教育代理人(pedagogical agent)的架構整合進HINTS，讓學生在學習的過程能得到代理人適當的回饋及提示。目前HINTS已安裝在成功大學醫學院作為試用的用途。並且針對HINTS的所有機制作了詳細的實驗，從學生，老師的回饋及反應可以看出整個系統達到預期的效果及目的。

　Case-based learning in the medical field involves the presentation of clinical cases as a means of learning basic medical and clinical science. In this dissertation, we propose a multimedia medical teaching case system called HINTS (Health Information Network Teaching System), which combines Web and CAI(Computer Aided Instruction) technologies to build a case-based educational environment for medical education through a problem-based learning approach. A user can use Web browser to edit and browse teaching cases. In addition, we also describe the principal underlying mechanisms of various useful e-learning features. (1) The same clinical case can be presented in various approaches based on different department , which helps students to understand the association of different disciplines. (2) For emulate the real clinical situation, by introducing the concept of a “time sequence” within each teaching case. (3) We propose a pedagogical agent architecture and implement it that inhabits the HINTS to further facilitate students’ learning and thereby make the HINTS a more effective, and efficient. The system has been installed in the National Cheng Kung University Medical Center, Tainan, Taiwan for trial purposes. Some experiments have been conducted to verify the advantages of these mechanisms for HINTS.

Contents
Chapter1. Introduction…………………………..…………..………….……1
Chapter 2. Related background of the HINTS…………………..………..5
2.1 Framework of the HINTS…………..…………………………………………5
2.2 Case templates and document-view architectural pattern………………….8
2.3 Plain mode and the interactive mode of the system operations………......11
2.4 Description of HINTS…………………………………………………….12
Chapter 3. PBL teaching case system with multiple viewpoints…17
3.1 Introduction……………………………………………………………….17
3.2 The method to provide an integrated view of clinical teaching cases ……19
3.3 The system implementation from an author’s and an engineer’s perspective………………………………………………………………….……19
3.4 Experimental results………………………………………………………30
3.5 Summary………………………………………………………………….32
Chapter 4. Emulation of time sequence in teaching cases…………34
4.1 Introduction………………………………………………………………..34
4.2 The concept of time sequence in a teaching case……………………….…36
4.3 Different formats of PBL teaching cases………………………………..…40
4.4 Implementation issues……………………………………………………..44
4.5 Experimental results……………………………………………………….51
4.6 Summary…………………………………………………………………..56
Chapter 5. Building a pedagogical agent in the HINTS…………..57
5.1 Introduction………………………………………………………………..57
5.2 The theory the pedagogical agent relies on………………………………60
5.3 The functionality of the pedagogical agent………………………………63
5.3.1 The performance evaluation………………………………………..64
5.3.2 Horizontal scaffolding……………………………………………….66
5.3.3 Vertical scaffolding…………………………………………………..70
5.4 The architecture of the HINTS…………..………………………………..73
5.5 Experimental results……………………………………………………….75
5.6 Summary……………………………………………………………………83
Chapter 6. Conclusions……………………………………………….........85
References………………………………………………………..………………..88

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