臺灣博碩士論文加值系統

在傳統的課堂裡，有很多的阻礙去限制老師和學生之間的互動關係。例如，課堂的上課時間、學生被限制在固定的座位上以及學生要在上課時想要表達的意見。本研究所發展的多媒體行動教室回饋系統共有四項功能，教室點名、隨堂測驗、即時發問和成績查詢，把學生所有的回饋(問題、測驗時的答案)都可以立即顯示在老師課堂上所使用的電腦。藉由本系統來輔助老師和學生的互動並加強學生的課堂學習效果。系統特點如下：1.自動點名機制、2.課堂即時評量、3.提升學生發問意願、4.即時成績查詢、5.系統跨平台性、6.虛擬行動教室、7.資料完整性、8.降低系統建置成本、9.群組學習、10.記錄學習歷程。本系統採用Client/Server和3-Tier關連式資料庫架構，老師在教室上課時需要一台內建網頁瀏覽器的筆記型電腦，學生則是需要內建J2ME和支援無線上網的行動裝置。網頁伺服器和後端資料庫可以建置在教室以外的網路環境裡。
本研究利用學生最常用的手持式裝置，手機、PDA或是筆記型電腦等並採用匿名的方式讓學生以自己為中心的思考方式在教室裡充分表達意見並與老師取得更多的互動。由實驗結果可以發現本系統在實用性或是功能性上都可以滿足學生的需求，的確可以增加學生與老師之間的互動關係，並且在校園裡營造主動式的學習環境，以帶動更好的教學品質和完成更多的學習目標。

Many obstacles inhibit interactions between students and instructors in the traditional classrooms, such as limited class time, rigid seating arrangement, and students’ desire to speak out in class. In this paper, we developed the Multimedia Mobile Classroom Response System (MMCRS) that collects the responses (such as questions, answers for quiz) from student and shows these on instructor’s computer screen instantly in class. It can improve interactions between students and instructors and enhance the efficiency in learning among students. The advantages are as followings：1.automatic roll call, 2.instant quiz in class, 3.improving student’s desire of questioning, 4.instant grade query, 5.for all OS platforms, 6.vitrual mobile classroom, 7.the integrated data for colleting students’ responses, 8.lower cost for building MMCRS, 9.the group learning for students, 10.recording student’s learning history. The system framework is Client/Server and 3-Tier database. The instructor needs a computer that has the browser inside and students need a wireless handheld device for J2ME in class. The web server and database could be built outside a classroom.
Finally we use the cell phone, PDA or laptop to let students interact to instructors by themselves and the results showed MMCRS could satisfy students to improve a relationship between students and instructors and make an active learning environment on campus to enhance better learning performance and complete more learning goal among students.

摘要 I
ABSTRACT II
誌謝 III
目錄 IV
表目錄 VII
圖目錄 VIII
第壹章 緒論 1
一、 研究背景 1
二、 研究動機 1
三、 研究目的 2
四、 研究範圍與限制 3
五、 重要性及貢獻 3
(一) 自動點名機制 4
(二) 課堂即時評量 4
(三) 提高學生發問意願 4
(四) 即時成績查詢 4
(五) 虛擬行動教室 4
(六) 群組學習 5
(七) 記錄學習歷程 5
六、 論文架構 5
第貳章 文獻探討 6
一、 行動設備之應用概況 6
二、 行動上網之相關技術 8
(一) GPRS無線通訊系統 8
(二) 主從式模式 9
(三) HTTP協定 10
(四) 資料編碼 11
三、 數位教室環境概念 12
四、 課堂互動與媒介 13
五、 相關系統之比較 15
第參章 課堂互動行動化架構 18
一、 傳統教室之行動化互動 18
(一) 課堂互動之行為 19
(二) 行動通訊 20
(三) 數位學習環境 21
二、 行動化互動架構 22
第肆章 系統架構 25
一、 系統設計概念簡介與流程 25
(一) 行動化課堂活動簡介 25
(二) 行動化課堂活動流程 27
二、 系統架構 28
三、 數位教室環境部署架構 30
四、 系統優勢 31
五、 系統功能介紹 32
(一) 導師課堂管理系統 33
(二) 學生即時回饋系統 37
第伍章 課堂活動數位化 40
一、 系統分析與設計 40
(一) 使用案例圖(Use case) 40
(二) 資料庫架構 41
(三) 用戶端類別圖(UML) 42
(四) 資料表組織圖 43
二、 數位化課堂活動呈現 45
(一) 課堂活動初始化 45
(二) 選擇題即時測驗 46
(三) 填充、問答即時測驗 50
(四) 即時發問 52
第陸章 實驗結果與分析 56
一、 GPRS計費測試 56
(一) 課堂點名 56
(二) 選擇題測驗 57
(三) 問答、填充測驗 58
(四) 即時發問 59
(五) 語音發問 59
(六) 成績查詢 59
二、 系統之壓力測試 60
(一) 課堂點名 60
(二) 選擇題測驗 62
(三) 問答、填充測驗 64
(四) 即時發問 66
(五) 語音發問 68
(六) 成績查詢 70
三、 系統之使用評量 72
(一) 互動性 72
(二) 行動性 74
(三) 功能性 75
第柒章 結論與未來研究 78
參考文獻 80

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