| dc.contributor | 圖檔所 | |
| dc.creator (作者) | 陳志銘 | zh_TW |
| dc.creator (作者) | Chen, Chih-Ming | en_US |
| dc.date (日期) | 2017 | |
| dc.date.accessioned | 4-Oct-2018 12:17:21 (UTC+8) | - |
| dc.date.available | 4-Oct-2018 12:17:21 (UTC+8) | - |
| dc.date.issued (上傳時間) | 4-Oct-2018 12:17:21 (UTC+8) | - |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/120357 | - |
| dc.description.abstract (摘要) | Since English is probably the most popular second language, helping students learn English through technology is a critical issue in non-English speaking countries. With the growth of digital pen technologies, developing an interactive learning environment that combines printed textbooks and a digital pen to support English-language classroom learning has become feasible. This work presents an attention-based diagnosing and review mechanism (ADRM) based on brainwave detection to help learners identify the passages with low attention level in a lesson as review targets in order to perform efficiently and accurately review processes while reading paper-based English texts with digital pen support in autonomous learning environments. Based on the true-experimental design, this work aims to confirm whether the ADRM improves the review performance and sustained attention of learners while reading paper-based English texts with digital pen support. The research participants were a total of 108 students at an industrial vocational high school in Taipei City, Taiwan. All research participants were males and aged from 17 to 18 years old. The experimental group used the ADRM while reading paper-based English texts with digital pen support, whereas the control group used the autonomous review while reading paper-based English texts with digital pen support. Experimental results reveal that the review performance of the experimental group was significantly better than that of the control group, proving that the ADRM improved review performance. The results also show that the field-dependent learners in the experimental group exhibited a great improvement in review performance in comparison to the field-independent learners. Additionally, the low-ability learners in the experimental group exhibited better review performance compared to those in the control group. | en_US |
| dc.description.abstract (摘要) | 英語是目前全世界非英語國家最受歡迎的第二語言，如何利用科技發展可以有效輔助學生學習英語的機制是非英語國家的一個重要課題。隨著數位筆技術的發展，發展結合紙本教科書和數位筆支援英語課堂學習的互動學習環境已經變得可行。本研究提出了基於腦波檢測注意力的診斷和複習機制（attention-based diagnosing and review mechanism, ADRM），可以幫助學習者記錄透過結合紙本與數位筆輔助英語學習過程中注意力低落的段落，以作為複習的主要依據，希望據此提高學生的英語學習成效。基於真實驗設計，本研究所提出的ADRM，是否有助於提高了學習者利用紙本教科書和數位筆支援英語課堂學習的複習成效與持續注意力。研究對象為台灣台北市某一所工業職業學校共108名學生，研究對象為17至18歲的男性。實驗組學習者在使用數位筆支援閱讀紙本英文文本進行學習時，同時使用ADRM輔以複習，而對照組在使用數位筆支援閱讀紙本英文文本的同時，則使用自主複習。實驗結果顯示，實驗組的複習成效顯著優於對照組，證明ADRM輔以複習比自主複習更有效。此外，實驗組中場地相依型學習者比場地獨立學習者有更好的複習成效，此一結果顯示ADRM較有助於場地相依型學習者。實驗組中採用ADRM的低能力學習者的複習成效顯著優於採用自主學習的對照組低能力學習者。實驗組中採用ADRM的高注意力學習者的複習成效及複習注意力顯著優於採用自主學習的對照組高注意力學習者。本研究證實基於腦波檢測發展的ADRM輔助學習者進行更精確的複習是可行的。然而，在資訊社會中應該進一步考慮使用ADRM取代人類自主複習是否具有可用性和可接受性。 | zh_TW |
| dc.format.extent | 703141 bytes | - |
| dc.format.mimetype | application/pdf | - |
| dc.relation (關聯) | 104-2511-S-004-003-MY2 | |
| dc.relation (關聯) | 執行起迄：2015/08/01~2017/07/31 | |
| dc.subject (關鍵詞) | brainwave signals; digital pen; English learning; attention recognition; attention-based diagnosing and review mechanism | en_US |
| dc.subject (關鍵詞) | 腦波;數位筆;英語學習;注意力識別;注意力為基礎之診斷與複習機制 | zh_TW |
| dc.title (題名) | 基於腦波發展之注意力感知系統及其支援提升網路同步與非同步學習注意力與成效之應用研究 | en_US |
| dc.type (資料類型) | report | |
