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題名 最佳化配對機制對於同儕互評寫作成效之影響研究
The effects of an optimized pair-matching mechanism on peer assessment writing performance作者 李婉瑀
Lee, Wan-Yu貢獻者 陳志銘
Chen, Chih-Ming
李婉瑀
Lee, Wan-Yu關鍵詞 同儕互評寫作
同儕互評配對
基因演算法
寫作學習成效
同儕互評自我效能
同儕互評滿意度
Peer assessment writing
Peer assessment pairing
Genetic algorithm
Writing learning effectiveness
Self-efficacy in peer assessment
Peer assessment satisfaction日期 2023 上傳時間 1-Feb-2024 11:38:53 (UTC+8) 摘要 在同儕互評寫作配對中，目前主要係採用隨機配對的方式，然而這種配對方法可能會因為配對不當，而導致學習者在互評的過程中難以相互提供有效的建議與回饋，致使同儕互評未能達到最大的效益。而基因演算法常被運用在合作學習之最佳化分組上，並且最佳化分組已被證實能夠有效地促進合作學習成效。因此，本研究基於同儕互評寫作模式與基因演算法開發「具最佳化配對機制之同儕互評寫作系統」輔以進行同儕互評寫作學習，此一系統可以在同時考量幾個不同寫作面向下，以最佳化的方式決定彼此具有互補性之同儕互評對象，以避免隨機配對導致可能的能力落差，以實現最佳化的配對，進而提升同儕互評寫作學習的成效。 本研究採用真實驗研究法，以線上方式招募各大專院校大學生及碩士級研究生共36名為研究對象，其中18名被隨機分配為採用具有「具最佳化配對機制之同儕互評寫作系統」的實驗組，另外18名學則被隨機分派為採用不具有「具最佳化配對機制之同儕互評寫作系統」的控制組，以探討採用不同學習模式輔以進行同儕互評寫作的兩組學習者，在寫作學習成效、同儕互評自我效能，以及同儕互評滿意度上是否具有顯著的差異。此外，也進一步探討不同先備知識與同儕互評自我效能之兩組學習者，在學習成效、同儕互評自我效能，以及同儕互評滿意度上是否具有顯著的差異。也以半結構式深度訪談蒐集採用兩種不同學習模式輔以寫作學習的兩組學習者的學習心得與感受，以及對於系統功能的改善建議。 實驗結果發現，採用「具最佳化配對機制之同儕互評寫作系統」的整體學習者及低先備知識學習者，在寫作學習成效上顯著優於採用「不具最佳化配對機制之同儕互評寫作系統」輔以進行同儕互評寫作學習的學習者。此外，兩組學習者的同儕互評滿意度並無顯著的差異，但是均顯著的提升。在同儕互評自我效能上，兩組學習者之間並無顯著的差異，也均無顯著的提升。本研究之訪談質性資料分析顯示，受訪者表示採用「具最佳化配對機制之同儕互評寫作系統」輔以寫作學習，有助於提升學習者對於同儕互評寫作的成效與信心程度。 最後基於研究結果，本研究提出「具最佳化配對機制之同儕互評寫作系統」輔以同儕互評寫作之系統改善建議，以及未來研究方向。整體而言，本研究基於基因演算法發展之「具最佳化配對機制之同儕互評寫作系統」，有助於提升學習者的寫作學習成效，也有助於促進同儕互評滿意度，對於促進同儕互評寫作具有貢獻。
In peer assessment writing pairings, the current practice primarily adopts random pairings approach. However, this method may lead to improper matches, resulting in difficulty for learners to provide each other with effective suggestions and feedback during the peer assessment writing process, thereby reducing the benefits of peer assessment. Genetic algorithms (GA) have been widely applied to optimize groupings in cooperative learning, and the effectiveness of optimized groupings with GA in promoting cooperative learning has been confirmed. Therefore, this study develops a “peer assessment writing system with an optimized pair-matching mechanism (PAWS-OPM)” based on the peer assessment writing model and genetic algorithm to facilitate peer assessment writing learning. This system optimally determines complementary peer assessment pairings considering several different writing aspects simultaneously, aiming to avoid the potential skill disparities caused by random pairings approach and enhance the effectiveness of peer assessment writing learning. This study adopts a true experimental research method, recruiting a total of 36 university and master’s students from various universities in Taiwan online. Among them, 18 were randomly assigned to the experimental group using the PAWS-OPM to support writing learning while the remaining 18 were randomly assigned to the control group using a “peer assessment writing system without the optimized pairing mechanism (PAWS-NOPM).” The study examines whether there are significant differences in writing learning effectiveness, self-efficacy in peer assessment, and satisfaction with peer assessment between the two groups of learners using different learning systems to support peer assessment writing. Furthermore, the study investigates whether there are significant differences in writing learning effectiveness, self-efficacy in peer assessment, and satisfaction with peer assessment among learners in the two groups with different prior knowledge and self-efficacy in peer assessment. Semi-structured in-depth interviews were conducted to collect the learning experiences, feelings, and improvement suggestions regarding the system’s functionality from the two groups of learners using different learning modes to support for writing learning. The results show that the overall learners and those learners with low prior knowledge in the experimental group using the PAWS-OPM to support writing learning significantly outperformed the learners in the group using PAWS-NOPM in terms of writing learning effectiveness. Additionally, there were no significant differences in peer assessment satisfaction between the two groups of learners, but peer assessment satisfaction was significantly improved in both groups. Regarding self-efficacy in peer assessment, there were no significant differences between the two groups of learners, and no significant improvement was observed. Qualitative data analysis of the interview results showed that learners in the experimental group using the PAWS-OPM to support writing learning benefited from enhanced writing effectiveness and confidence in peer assessment writing activity. Finally, based on the research findings, this study proposes system improvement suggestions for the PAWS-OPM and draws future research directions. 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國立政治大學
圖書資訊與檔案學研究所
109155020資料來源 http://thesis.lib.nccu.edu.tw/record/#G0109155020 資料類型 thesis dc.contributor.advisor 陳志銘 zh_TW dc.contributor.advisor Chen, Chih-Ming en_US dc.contributor.author (Authors) 李婉瑀 zh_TW dc.contributor.author (Authors) Lee, Wan-Yu en_US dc.creator (作者) 李婉瑀 zh_TW dc.creator (作者) Lee, Wan-Yu en_US dc.date (日期) 2023 en_US dc.date.accessioned 1-Feb-2024 11:38:53 (UTC+8) - dc.date.available 1-Feb-2024 11:38:53 (UTC+8) - dc.date.issued (上傳時間) 1-Feb-2024 11:38:53 (UTC+8) - dc.identifier (Other Identifiers) G0109155020 en_US dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/149640 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 圖書資訊與檔案學研究所 zh_TW dc.description (描述) 109155020 zh_TW dc.description.abstract (摘要) 在同儕互評寫作配對中，目前主要係採用隨機配對的方式，然而這種配對方法可能會因為配對不當，而導致學習者在互評的過程中難以相互提供有效的建議與回饋，致使同儕互評未能達到最大的效益。而基因演算法常被運用在合作學習之最佳化分組上，並且最佳化分組已被證實能夠有效地促進合作學習成效。因此，本研究基於同儕互評寫作模式與基因演算法開發「具最佳化配對機制之同儕互評寫作系統」輔以進行同儕互評寫作學習，此一系統可以在同時考量幾個不同寫作面向下，以最佳化的方式決定彼此具有互補性之同儕互評對象，以避免隨機配對導致可能的能力落差，以實現最佳化的配對，進而提升同儕互評寫作學習的成效。 本研究採用真實驗研究法，以線上方式招募各大專院校大學生及碩士級研究生共36名為研究對象，其中18名被隨機分配為採用具有「具最佳化配對機制之同儕互評寫作系統」的實驗組，另外18名學則被隨機分派為採用不具有「具最佳化配對機制之同儕互評寫作系統」的控制組，以探討採用不同學習模式輔以進行同儕互評寫作的兩組學習者，在寫作學習成效、同儕互評自我效能，以及同儕互評滿意度上是否具有顯著的差異。此外，也進一步探討不同先備知識與同儕互評自我效能之兩組學習者，在學習成效、同儕互評自我效能，以及同儕互評滿意度上是否具有顯著的差異。也以半結構式深度訪談蒐集採用兩種不同學習模式輔以寫作學習的兩組學習者的學習心得與感受，以及對於系統功能的改善建議。 實驗結果發現，採用「具最佳化配對機制之同儕互評寫作系統」的整體學習者及低先備知識學習者，在寫作學習成效上顯著優於採用「不具最佳化配對機制之同儕互評寫作系統」輔以進行同儕互評寫作學習的學習者。此外，兩組學習者的同儕互評滿意度並無顯著的差異，但是均顯著的提升。在同儕互評自我效能上，兩組學習者之間並無顯著的差異，也均無顯著的提升。本研究之訪談質性資料分析顯示，受訪者表示採用「具最佳化配對機制之同儕互評寫作系統」輔以寫作學習，有助於提升學習者對於同儕互評寫作的成效與信心程度。 最後基於研究結果，本研究提出「具最佳化配對機制之同儕互評寫作系統」輔以同儕互評寫作之系統改善建議，以及未來研究方向。整體而言，本研究基於基因演算法發展之「具最佳化配對機制之同儕互評寫作系統」，有助於提升學習者的寫作學習成效，也有助於促進同儕互評滿意度，對於促進同儕互評寫作具有貢獻。 zh_TW dc.description.abstract (摘要) In peer assessment writing pairings, the current practice primarily adopts random pairings approach. However, this method may lead to improper matches, resulting in difficulty for learners to provide each other with effective suggestions and feedback during the peer assessment writing process, thereby reducing the benefits of peer assessment. Genetic algorithms (GA) have been widely applied to optimize groupings in cooperative learning, and the effectiveness of optimized groupings with GA in promoting cooperative learning has been confirmed. Therefore, this study develops a “peer assessment writing system with an optimized pair-matching mechanism (PAWS-OPM)” based on the peer assessment writing model and genetic algorithm to facilitate peer assessment writing learning. This system optimally determines complementary peer assessment pairings considering several different writing aspects simultaneously, aiming to avoid the potential skill disparities caused by random pairings approach and enhance the effectiveness of peer assessment writing learning. This study adopts a true experimental research method, recruiting a total of 36 university and master’s students from various universities in Taiwan online. Among them, 18 were randomly assigned to the experimental group using the PAWS-OPM to support writing learning while the remaining 18 were randomly assigned to the control group using a “peer assessment writing system without the optimized pairing mechanism (PAWS-NOPM).” The study examines whether there are significant differences in writing learning effectiveness, self-efficacy in peer assessment, and satisfaction with peer assessment between the two groups of learners using different learning systems to support peer assessment writing. Furthermore, the study investigates whether there are significant differences in writing learning effectiveness, self-efficacy in peer assessment, and satisfaction with peer assessment among learners in the two groups with different prior knowledge and self-efficacy in peer assessment. Semi-structured in-depth interviews were conducted to collect the learning experiences, feelings, and improvement suggestions regarding the system’s functionality from the two groups of learners using different learning modes to support for writing learning. The results show that the overall learners and those learners with low prior knowledge in the experimental group using the PAWS-OPM to support writing learning significantly outperformed the learners in the group using PAWS-NOPM in terms of writing learning effectiveness. Additionally, there were no significant differences in peer assessment satisfaction between the two groups of learners, but peer assessment satisfaction was significantly improved in both groups. Regarding self-efficacy in peer assessment, there were no significant differences between the two groups of learners, and no significant improvement was observed. Qualitative data analysis of the interview results showed that learners in the experimental group using the PAWS-OPM to support writing learning benefited from enhanced writing effectiveness and confidence in peer assessment writing activity. Finally, based on the research findings, this study proposes system improvement suggestions for the PAWS-OPM and draws future research directions. Overall, this study, developing the PAWS-OPM based on a genetic algorithm, contributes to enhancing learners’ writing learning effectiveness and promoting peer assessment satisfaction, thereby making a meaningful contribution to the advancement of peer assessment writing. en_US dc.description.tableofcontents 第一章 緒論 1 第一節 研究背景與動機 1 第二節 研究目的 6 第三節 研究問題 6 第四節 研究範圍與限制 7 第五節 名詞解釋 7 第二章 文獻探討 9 第一節 同儕互評於數位學習應用 9 第二節 同儕互評設計 13 第三節 影響同儕互評學習成效之相關因素 19 第三章 系統設計 21 第一節 系統設計理念 21 第二節 系統架構介紹 21 第三節 系統介面與功能 25 第四節 配對機制設計 29 第五節 系統開發環境 36 第四章 研究設計與實施 37 第一節 研究架構 37 第二節 研究方法 40 第三節 研究對象 41 第四節 研究工具 41 第五節 實驗設計與流程 43 第六節 資料處理與分析 46 第七節 研究實施步驟 49 第五章 實驗結果分析 51 第一節 兩組學習者之寫作學習成效、同儕互評自我效能，以及同儕互評滿意度差異分析 51 第二節 不同先備知識學習者在寫作學習成效、同儕互評自我效能，以及同儕互評滿意度差異分析 59 第三節 不同同儕互評自我效能學習者在寫作學習成效、同儕互評自我效能，以及同儕互評滿意度之差異分析 72 第四節 訪談資料分析 83 第五節 綜合討論 92 第六章 結論與建議 102 第一節 結論 102 第二節 系統改善建議 105 第三節 未來研究方向 107 參考文獻 109 附錄一 受試者參與研究同意書 121 附錄二 寫作評分指標 122 附錄三 同儕互評自我效能量表 123 附錄四 同儕互評滿意度問卷 124 附錄五 訪談大綱 126 zh_TW dc.format.extent 4693485 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0109155020 en_US dc.subject (關鍵詞) 同儕互評寫作 zh_TW dc.subject (關鍵詞) 同儕互評配對 zh_TW dc.subject (關鍵詞) 基因演算法 zh_TW dc.subject (關鍵詞) 寫作學習成效 zh_TW dc.subject (關鍵詞) 同儕互評自我效能 zh_TW dc.subject (關鍵詞) 同儕互評滿意度 zh_TW dc.subject (關鍵詞) Peer assessment writing en_US dc.subject (關鍵詞) Peer assessment pairing en_US dc.subject (關鍵詞) Genetic algorithm en_US dc.subject (關鍵詞) Writing learning effectiveness en_US dc.subject (關鍵詞) Self-efficacy in peer assessment en_US dc.subject (關鍵詞) Peer assessment satisfaction en_US dc.title (題名) 最佳化配對機制對於同儕互評寫作成效之影響研究 zh_TW dc.title (題名) The effects of an optimized pair-matching mechanism on peer assessment writing performance en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) Adachi, Chie, Joanna Hong-Meng Tai, and Phillip Dawson. 2018. “Academics’ Perceptions of the Benefits and Challenges of Self and Peer Assessment in Higher Education.” Assessment & Evaluation in Higher Education 43(2):294–306. doi: 10.1080/02602938.2017.1339775. 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