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題名 具主題式文本摘要萃取之線上討論工具發展與應用研究
A Topic Modeling Scheme with Abstract Extraction to Facilitate Asynchronous Online Discussion Performance作者 陳冠霖
Chen, Kuan-Lin貢獻者 陳志銘
Chen, Chih-Ming
陳冠霖
Chen, Kuan-Lin關鍵詞 線上討論
隱含狄利克雷分布主題模型
BM25
自動摘要
社會性科學議題
學習行為歷程
科技接受度
Online Discussion
Latent Dirichlet Allocation
BM25
Automatic Summarization
Socio-Scientific Issues
Learning Behavior
Technology Acceptance Model日期 2021 上傳時間 2-Sep-2021 16:35:28 (UTC+8) 摘要 為了解決線上討論中學習者常常需要耗費大量時間對討論內容進行理解，以及討論內容經處理分析後常出現資訊過於抽象、解釋性不足，因而導致影響學習者討論學習成效的問題，本研究採用文本探勘技術中的LDA (Latent Dirichlet Allocation)主題分析模型及摘要抽取技術，發展具摘要萃取之主題分析即時回饋系統(Topic Analysis Instant Feedback System with Abstract Extraction, TAIFS-AE)，改善Chen, Li, Chang 與 Chen (2021)所提出的主題分析即時回饋系統(Topic Analysis Instant Feedback System, TAIFS)，以降低TAIFS 採用LDA主題分析模型，並以幾個關鍵字代表所分析主題，仍難以讓學習者清楚解讀主題意涵的問題，以幫助學習者能更精確掌握整體討論的概要，以及議題討論的面向。本實驗採真實驗研究法，透過網路招募各大專院校學生共29人為研究對象，將其中14位學生隨機分派為使用TAIFS-AE(提供主題摘要列表)輔以線上討論的實驗組，另外15位學生則分派為使用TAIFS(提供主題關鍵字)的控制組，進行「新冠肺炎防疫應變」之社會性科學議題(Socio-Scientific Issues, SSI)線上討論。以探討兩組學習者在討論學習成效與科技接受度上是否具有顯著的差異，並且以先備知識作為背景變項，探討不同先備知識之學習者，在學習成效與科技接受度上是否具有顯著差異。此外，也透過滯後序列分析(Lag Sequential Analysis,LSA)探討實驗組學習者之有效行為模式。研究結果發現，使用TAIFS-AE與使用TAIFS的學習者在討論學習成效上沒有顯著的差異，而兩組學習者在科技接受度上亦無顯著的差異，但是兩組學習者的科技接受度均高於中位數，顯示其科技接受度良好。本研究進一步透過行為歷程分析的結果發現，採用TAIFS-AE學習者在摘要句點擊次數與整體學習成效以及多元觀點之分數具有顯著正相關。此外，在使用TAIFS-AE輔助線上討論的組別中，點擊摘要列表功能次數較多的學習者在討論學習成效中的總分及多元觀點面向上顯著優於較少點擊摘要列表功能的學習者，代表若學習者能充分運用TAIFS-AE中的主題摘要列表功能來輔助討論活動，則TAIFS-AE將能有效促進學習者進行線上討論時的表現。基於研究結果，本研究提出TAIFS-AE教學與系統改善建議以及未來能夠延伸的研究方向。整體而言，本研究將討論區學習、自然語言處理與資料視覺化等技術進行整合所發展之TAIFS-AE，提供科技輔助線上討論之創新有效學習工具，對於促進數位學習之線上討論具有貢獻。
In online discussions, learners usually need to spend a lot of time to understand the content of the discussion, resulting in low learning effectiveness. Although the previous research has developed a Topic Analysis Instant Feedback System (TAIFS) (Chen, Li, Chang & Chen, 2021) that uses several keywords to represent the topic of discussion to solve this problem, it is still difficult for learners to comprehend the discussion content. Therefore, this study uses the topic model and abstract extraction technology of LDA (Latent Dirichlet Allocation) to develop Topic Analysis Instant Feedback System with Abstract Extraction (TAIFS-AE), try to decrease the time that learners need to spend to understand the discussion content in online discussions and support learners to comprehend the aspects of the overall discussion easier.This experiment adopts the true-experimental design and recruits 29 college students through the internet as research objects, 14 of them are randomly assigned to the experimental group using TAIFS-AE supplemented by online discussion, the other 15 students are assigned to the control group using TAIFS supplemented by online discussion to conduct a discussion on the topic of COVID-19, explore whether there are significant differences between the two groups of learning effectiveness and technological acceptance. Furthermore, use prior knowledge as a background variable to explore whether learners with different prior knowledge have significant differences in learning effectiveness and technological acceptance. In addition, this research uses Lag Sequential Analysis (LSA) to explore the behavior patterns of learners in the experimental group.The results of the study found that there was no significant difference between the learners who used TAIFS-AE and the learners who used TAIFS of learning effectiveness and technological acceptance. However, the technological acceptances of the two groups are higher than the median grade of the questionnaire, indicating that they have positive attitude toward technological acceptance. Moreover, this study found the results of learners’ operation record that the number of clicks on summary list function by TAIFS-AE has a significant positive correlation with the learning effectiveness of overall score and scores of perspectives.In addition, the group that uses the TAIFS-AE to assist online discussion, learners who clicked on the summary list function more often had the significantly better overall score and scores of perspectives in the discussion of learning effectiveness than those who clicked on the summary list function less. Which means that if learners can make full use of the topic summary list function in TAIFS-AE to assist the discussion activities, then TAIFS-AE will promote learners’ performance in online discussions.Based on the results, this research puts forward suggestions for the improvement of TAIFS-AE, as well as research directions that can be extended in the future. 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國立政治大學
圖書資訊與檔案學研究所
108155013資料來源 http://thesis.lib.nccu.edu.tw/record/#G0108155013 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) 陳冠霖 zh_TW dc.contributor.author (Authors) Chen, Kuan-Lin en_US dc.creator (作者) 陳冠霖 zh_TW dc.creator (作者) Chen, Kuan-Lin en_US dc.date (日期) 2021 en_US dc.date.accessioned 2-Sep-2021 16:35:28 (UTC+8) - dc.date.available 2-Sep-2021 16:35:28 (UTC+8) - dc.date.issued (上傳時間) 2-Sep-2021 16:35:28 (UTC+8) - dc.identifier (Other Identifiers) G0108155013 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/136924 - 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) 108155013 zh_TW dc.description.abstract (摘要) 為了解決線上討論中學習者常常需要耗費大量時間對討論內容進行理解，以及討論內容經處理分析後常出現資訊過於抽象、解釋性不足，因而導致影響學習者討論學習成效的問題，本研究採用文本探勘技術中的LDA (Latent Dirichlet Allocation)主題分析模型及摘要抽取技術，發展具摘要萃取之主題分析即時回饋系統(Topic Analysis Instant Feedback System with Abstract Extraction, TAIFS-AE)，改善Chen, Li, Chang 與 Chen (2021)所提出的主題分析即時回饋系統(Topic Analysis Instant Feedback System, TAIFS)，以降低TAIFS 採用LDA主題分析模型，並以幾個關鍵字代表所分析主題，仍難以讓學習者清楚解讀主題意涵的問題，以幫助學習者能更精確掌握整體討論的概要，以及議題討論的面向。本實驗採真實驗研究法，透過網路招募各大專院校學生共29人為研究對象，將其中14位學生隨機分派為使用TAIFS-AE(提供主題摘要列表)輔以線上討論的實驗組，另外15位學生則分派為使用TAIFS(提供主題關鍵字)的控制組，進行「新冠肺炎防疫應變」之社會性科學議題(Socio-Scientific Issues, SSI)線上討論。以探討兩組學習者在討論學習成效與科技接受度上是否具有顯著的差異，並且以先備知識作為背景變項，探討不同先備知識之學習者，在學習成效與科技接受度上是否具有顯著差異。此外，也透過滯後序列分析(Lag Sequential Analysis,LSA)探討實驗組學習者之有效行為模式。研究結果發現，使用TAIFS-AE與使用TAIFS的學習者在討論學習成效上沒有顯著的差異，而兩組學習者在科技接受度上亦無顯著的差異，但是兩組學習者的科技接受度均高於中位數，顯示其科技接受度良好。本研究進一步透過行為歷程分析的結果發現，採用TAIFS-AE學習者在摘要句點擊次數與整體學習成效以及多元觀點之分數具有顯著正相關。此外，在使用TAIFS-AE輔助線上討論的組別中，點擊摘要列表功能次數較多的學習者在討論學習成效中的總分及多元觀點面向上顯著優於較少點擊摘要列表功能的學習者，代表若學習者能充分運用TAIFS-AE中的主題摘要列表功能來輔助討論活動，則TAIFS-AE將能有效促進學習者進行線上討論時的表現。基於研究結果，本研究提出TAIFS-AE教學與系統改善建議以及未來能夠延伸的研究方向。整體而言，本研究將討論區學習、自然語言處理與資料視覺化等技術進行整合所發展之TAIFS-AE，提供科技輔助線上討論之創新有效學習工具，對於促進數位學習之線上討論具有貢獻。 zh_TW dc.description.abstract (摘要) In online discussions, learners usually need to spend a lot of time to understand the content of the discussion, resulting in low learning effectiveness. Although the previous research has developed a Topic Analysis Instant Feedback System (TAIFS) (Chen, Li, Chang & Chen, 2021) that uses several keywords to represent the topic of discussion to solve this problem, it is still difficult for learners to comprehend the discussion content. Therefore, this study uses the topic model and abstract extraction technology of LDA (Latent Dirichlet Allocation) to develop Topic Analysis Instant Feedback System with Abstract Extraction (TAIFS-AE), try to decrease the time that learners need to spend to understand the discussion content in online discussions and support learners to comprehend the aspects of the overall discussion easier.This experiment adopts the true-experimental design and recruits 29 college students through the internet as research objects, 14 of them are randomly assigned to the experimental group using TAIFS-AE supplemented by online discussion, the other 15 students are assigned to the control group using TAIFS supplemented by online discussion to conduct a discussion on the topic of COVID-19, explore whether there are significant differences between the two groups of learning effectiveness and technological acceptance. Furthermore, use prior knowledge as a background variable to explore whether learners with different prior knowledge have significant differences in learning effectiveness and technological acceptance. In addition, this research uses Lag Sequential Analysis (LSA) to explore the behavior patterns of learners in the experimental group.The results of the study found that there was no significant difference between the learners who used TAIFS-AE and the learners who used TAIFS of learning effectiveness and technological acceptance. However, the technological acceptances of the two groups are higher than the median grade of the questionnaire, indicating that they have positive attitude toward technological acceptance. Moreover, this study found the results of learners’ operation record that the number of clicks on summary list function by TAIFS-AE has a significant positive correlation with the learning effectiveness of overall score and scores of perspectives.In addition, the group that uses the TAIFS-AE to assist online discussion, learners who clicked on the summary list function more often had the significantly better overall score and scores of perspectives in the discussion of learning effectiveness than those who clicked on the summary list function less. Which means that if learners can make full use of the topic summary list function in TAIFS-AE to assist the discussion activities, then TAIFS-AE will promote learners’ performance in online discussions.Based on the results, this research puts forward suggestions for the improvement of TAIFS-AE, as well as research directions that can be extended in the future. This research integrates online discussion, natural language processing, and data visualization technology to develop TAIFS-AE, and provides innovative and effective learning tools that assist online discussion with technology and contributes to the promotion of online discussions in digital learning. 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 3第三節 研究問題 4第四節 研究範圍與限制 4第五節 名詞解釋 5第二章 文獻探討 7第一節 線上討論相關研究 7第二節 隱含狄利克雷分布主題模型 11第三章 系統設計 13第一節 系統架構介紹 13第二節 系統介面與功能說明 15第三節 主題摘要抽取方法 19第四節 系統開發環境 22第四章 研究設計與實施 24第一節 研究架構 24第二節 研究方法 27第三節 研究對象 28第四節 實驗設計 29第五節 研究工具 33第六節 資料處理與分析 40第七節 研究實施步驟 42第五章 實驗結果分析 44第一節 使用TAIFS-AE與TAIFS支援線上討論的兩組學習者之學習成效、科技接受度差異分析 45一、實驗組與控制組學習者之學習成效差異分析 45二、實驗組與控制組學習者之科技接受度差異分析 47第二節 使用TAIFS-AE與TAIFS支援線上討論的不同先備知識學習者之學習成效與科技接受度差異分析 49一、兩組不同先備知識學習者之學習成效差異分析 51二、不同先備知識兩組學習者之科技接受度差異 54第三節 學習者使用TAIFS-AE之有效學習行為歷程模式分析 56一、TAIFS-AE系統使用行為與學習成效之相關分析 56二、TAIFS-AE高、低分組學習者之學習成效與科技接受度差異分析 57三、TAIFS-AE高、低學習表現組學習者之學習歷程行為分析 62四、使用TAIFS-AE高、低摘要句點擊次數學習者之學習成效與科技接受度差異分析 66五、TAIFS-AE高、低次數摘要句點擊習組學習者之學習歷程行為分析 70第四節 質性資料分析 75一、訪談對象背景資料 75二、質性訪談結果與學習成效之對應關聯分析 75三、系統使用回饋與改善建議 79第五節 綜合討論 83一、學習成效差異分析之結果與討論 83二、科技接受度分析之結果與討論 86三、TAIFS-AE操作行為分析之結果與討論 88第六章 結論與建議 91第一節 結論 91一、使用TAIFS-AE與TAIFS輔以線上討論之全體學習者以及不同先備知識學習者在學習成效皆不具有顯著的差異 91二、使用TAIFS-AE與TAIFS輔助線上討論之全體學習者以及不同先備知識學習者在科技接受度皆不具有顯著的差異 91三、使用TAIFS-AE之學習者，摘要句點擊次數與整體學習成效以及多元觀點之分數具有顯著正相關 92四、使用TAIFS-AE之學習者，高、低次數摘要句點擊組學習者在整體學習成效以及多元觀點與探究面向之學習成效具有顯著的差異 92五、使用TAIFS-AE之高低學習表現組學習者的行為模式比較 93六、使用TAIFS-AE之高低次數摘要句點擊組學習者的行為模式比較 93第二節 教學實施與系統改善建議 95一、 TAIFS-AE教學實施建議 95二、 TAIFS-AE系統改善建議 97三、 Moodle討論區優化建議 98第三節 未來研究方向 100一、 結合不同文本呈現方式改善TAIFS-AE，以提升複雜度面向之學習成效 100二、 改善TAIFS-AE外部搜尋功能，提升探究面向之學習成效 100三、 探討學習者在長時間使用TAIFS-AE輔以線上討論對於學習成效的影響 101參考文獻 102附件一 參與研究同意書 108附件二 科技接受度量表 109附件三 個人觀點學習單 113附件四 小組討論目標 114附件五 訪談大綱 115 zh_TW dc.format.extent 3070472 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0108155013 en_US dc.subject (關鍵詞) 線上討論 zh_TW dc.subject (關鍵詞) 隱含狄利克雷分布主題模型 zh_TW dc.subject (關鍵詞) BM25 zh_TW dc.subject (關鍵詞) 自動摘要 zh_TW dc.subject (關鍵詞) 社會性科學議題 zh_TW dc.subject (關鍵詞) 學習行為歷程 zh_TW dc.subject (關鍵詞) 科技接受度 zh_TW dc.subject (關鍵詞) Online Discussion en_US dc.subject (關鍵詞) Latent Dirichlet Allocation en_US dc.subject (關鍵詞) BM25 en_US dc.subject (關鍵詞) Automatic Summarization en_US dc.subject (關鍵詞) Socio-Scientific Issues en_US dc.subject (關鍵詞) Learning Behavior en_US dc.subject (關鍵詞) Technology Acceptance Model en_US dc.title (題名) 具主題式文本摘要萃取之線上討論工具發展與應用研究 zh_TW dc.title (題名) A Topic Modeling Scheme with Abstract Extraction to Facilitate Asynchronous Online Discussion Performance en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) AbuSeileek, A. 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