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題名 應用量質性整合框架於學習模式與表現之分析
Analysis of Learning Patterns and Performance – An Integrated Quantitative and Qualitative Approach作者 吳怡潔
Wu, Yi-Chieh貢獻者 廖文宏
Liao, Wen-Hung
吳怡潔
Wu, Yi-Chieh關鍵詞 學習模式
學習成效評估
3D建模軟體
STEAM教案
K-12國民教育
英語輔助學習
智慧語音助理
Learning patterns
Performance evaluation
3D modeling software
Qmodel Creator
STEAM lesson plan
K-12 education
Computer Assisted Language Learning (CALL)
Intelligent Voice Assistant日期 2021 上傳時間 1-Nov-2021 11:58:20 (UTC+8) 摘要 數位科技應用於教育的趨勢，不僅體現於學校軟硬體基礎建設的建置、強化，也有愈來愈多的教師樂於嘗試新科技，例如導入3D列印工具，設計整合式的創新教案。有別於傳統的數理教程，此種教案以「做中學」為核心精神，首要目標為激發學生的創造力、想像力、以及面對挑戰的應變能力。本論文主要關注學習過程中的兩大面向：1) 學習模式（與任務無關）、以及學習成效評估（與任務有關）。我們以3D建模軟體的學習過程，作為第一個研究案例。參與學生在課堂上學習多種建模軟體，過程中的操作記錄檔、螢幕錄影、以及建模成品，皆用以本研究案例之分析。對應於所關注的兩大面向，我們提出以下類型的指標：（一）學習行為特徵量化，其中涵蓋：有效操作期間 (Effective Operating Period, EOP)、試誤期間 (Trial-and-Error Period, TEP)、實作期間 (Implementation Period, IP) 等等；（二）學習成效評量，由於與任務相關，在此定義為3D模型之複>雜度評估，其中包括：細節程度 (Degree of Detail, DoD)、輪廓 (shape, Cf)、分割 (partition, Cp)、以及區塊比例 (block-ratio, Cr) 複雜度，等模型評估指標。基於上述提出的指標，我們可以分析參與者的學習體驗及模型完成度，進而錨定影響學習模式及學習成效之關鍵因素。教師亦可取得學生們更切實的學習狀態，作為回饋參考。在第二個研究案例中，我們著重於探討小學英語學習歷程，採用目前最熱門的智慧語音助理Amazon Echo Dot，根據當學期英語課本內容，實作專用之技能（skill）與參與者互動，並從使用紀錄中分析參與者之使用習慣。我們與政大實小英語教師合作、徵求學生及家長同意在家安裝Echo Dot後，進行為期一學期的實驗。我們主要採用語音和字詞的特徵，用以評估學生們的英文學習成效。為了瞭解持續與語音助理對話的關鍵因素，我們從分析活躍使用者的對話模式開始，並發掘那些在學習過程中可能的影響因素。我們期待從學習過程中的第一手資料及其分析結果，獲取有助於瞭解評估學生們的英語學習成效的線索。
As more schools incorporate technologies into their curriculum to stimulate the creativity of K-12 students with a learning-by-doing approach, it becomes crucial to understand how users work with the novel tools and to evaluate integrated lesson plans in the STEAM (Science, Technology, Engineering, Arts and Math) educational framework.Our work focuses on two perspectives during the learning process: learning patterns (task-independent), and the evaluation of the outcome (task-dependent). In the first case study of the thesis, we took the learning process of 3D modeling software as the case study. Participants operation logs, screen recordings, and finished work for respective 3D modeling software were recorded and analyzed. Two types of indicators have been developed. One is concerned with the quantification of learning behavior, including Effective Operating Period (EOP), Trial-and-Error Period (TEP), and Implementation Period (IP). The other has to do with the evaluation of learning outcome, i.e., the complexity of 3D models, including the Degree of Detail (DoD), shape (Cf), partition (Cp), and block-ratio (Cr) complexity. Based on the proposed features, we are able to identify the key factors that affect students` learning experiences and performance in terms of learning patterns and model completeness. Through these indicators, instructors can gain better insights into student`s learning status of 3D modeling software.In the second case study, we focus on exploring the English learning process for elementary school students. We employ Amazon Echo Dot, one of the most popular intelligent voice assistant nowadays, as a tool to facilitate language learning. We developed an Amazon Skill that incorporates the content from English textbooks for the participants to interact with using voice input. The operation logs from Echo Dot faithfully reveal student`s usage patterns and preferences. A semester-long experiment has been conducted with the assistance of the Affiliated Experimental Elementary School (AEES) of National Chengchi University. After data collection has been completed, we utilize acoustic and transcript evaluation metrics to examine the voice recordings and user logs. Our initial analysis focuses the active users, i.e., participants who have continued to engage in conversations with the voice assistant. Several questions regarding user behavior are prompted and responded to based on the collected and processed data. Analyzing the content of the conversation will help disclose more detailed information regarding the learning process. The progress of individual students can also be monitored to determine if further assistance is needed.參考文獻 [1] Sharan B Merriam and Lisa M Baumgartner. Learning in adulthood: A comprehensive guide. John Wiley & Sons, 2020.[2] Vanessa Marcy. 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IEEE, 2018.[69] Corinna Cortes and Vladimir Vapnik. Support-vector networks. Machine learning, 20(3):273–297, 1995. 描述 博士
國立政治大學
資訊科學系
104753502資料來源 http://thesis.lib.nccu.edu.tw/record/#G0104753502 資料類型 thesis dc.contributor.advisor 廖文宏 zh_TW dc.contributor.advisor Liao, Wen-Hung en_US dc.contributor.author (Authors) 吳怡潔 zh_TW dc.contributor.author (Authors) Wu, Yi-Chieh en_US dc.creator (作者) 吳怡潔 zh_TW dc.creator (作者) Wu, Yi-Chieh en_US dc.date (日期) 2021 en_US dc.date.accessioned 1-Nov-2021 11:58:20 (UTC+8) - dc.date.available 1-Nov-2021 11:58:20 (UTC+8) - dc.date.issued (上傳時間) 1-Nov-2021 11:58:20 (UTC+8) - dc.identifier (Other Identifiers) G0104753502 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/137669 - dc.description (描述) 博士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 資訊科學系 zh_TW dc.description (描述) 104753502 zh_TW dc.description.abstract (摘要) 數位科技應用於教育的趨勢，不僅體現於學校軟硬體基礎建設的建置、強化，也有愈來愈多的教師樂於嘗試新科技，例如導入3D列印工具，設計整合式的創新教案。有別於傳統的數理教程，此種教案以「做中學」為核心精神，首要目標為激發學生的創造力、想像力、以及面對挑戰的應變能力。本論文主要關注學習過程中的兩大面向：1) 學習模式（與任務無關）、以及學習成效評估（與任務有關）。我們以3D建模軟體的學習過程，作為第一個研究案例。參與學生在課堂上學習多種建模軟體，過程中的操作記錄檔、螢幕錄影、以及建模成品，皆用以本研究案例之分析。對應於所關注的兩大面向，我們提出以下類型的指標：（一）學習行為特徵量化，其中涵蓋：有效操作期間 (Effective Operating Period, EOP)、試誤期間 (Trial-and-Error Period, TEP)、實作期間 (Implementation Period, IP) 等等；（二）學習成效評量，由於與任務相關，在此定義為3D模型之複>雜度評估，其中包括：細節程度 (Degree of Detail, DoD)、輪廓 (shape, Cf)、分割 (partition, Cp)、以及區塊比例 (block-ratio, Cr) 複雜度，等模型評估指標。基於上述提出的指標，我們可以分析參與者的學習體驗及模型完成度，進而錨定影響學習模式及學習成效之關鍵因素。教師亦可取得學生們更切實的學習狀態，作為回饋參考。在第二個研究案例中，我們著重於探討小學英語學習歷程，採用目前最熱門的智慧語音助理Amazon Echo Dot，根據當學期英語課本內容，實作專用之技能（skill）與參與者互動，並從使用紀錄中分析參與者之使用習慣。我們與政大實小英語教師合作、徵求學生及家長同意在家安裝Echo Dot後，進行為期一學期的實驗。我們主要採用語音和字詞的特徵，用以評估學生們的英文學習成效。為了瞭解持續與語音助理對話的關鍵因素，我們從分析活躍使用者的對話模式開始，並發掘那些在學習過程中可能的影響因素。我們期待從學習過程中的第一手資料及其分析結果，獲取有助於瞭解評估學生們的英語學習成效的線索。 zh_TW dc.description.abstract (摘要) As more schools incorporate technologies into their curriculum to stimulate the creativity of K-12 students with a learning-by-doing approach, it becomes crucial to understand how users work with the novel tools and to evaluate integrated lesson plans in the STEAM (Science, Technology, Engineering, Arts and Math) educational framework.Our work focuses on two perspectives during the learning process: learning patterns (task-independent), and the evaluation of the outcome (task-dependent). In the first case study of the thesis, we took the learning process of 3D modeling software as the case study. Participants operation logs, screen recordings, and finished work for respective 3D modeling software were recorded and analyzed. Two types of indicators have been developed. One is concerned with the quantification of learning behavior, including Effective Operating Period (EOP), Trial-and-Error Period (TEP), and Implementation Period (IP). The other has to do with the evaluation of learning outcome, i.e., the complexity of 3D models, including the Degree of Detail (DoD), shape (Cf), partition (Cp), and block-ratio (Cr) complexity. Based on the proposed features, we are able to identify the key factors that affect students` learning experiences and performance in terms of learning patterns and model completeness. Through these indicators, instructors can gain better insights into student`s learning status of 3D modeling software.In the second case study, we focus on exploring the English learning process for elementary school students. We employ Amazon Echo Dot, one of the most popular intelligent voice assistant nowadays, as a tool to facilitate language learning. We developed an Amazon Skill that incorporates the content from English textbooks for the participants to interact with using voice input. The operation logs from Echo Dot faithfully reveal student`s usage patterns and preferences. A semester-long experiment has been conducted with the assistance of the Affiliated Experimental Elementary School (AEES) of National Chengchi University. After data collection has been completed, we utilize acoustic and transcript evaluation metrics to examine the voice recordings and user logs. Our initial analysis focuses the active users, i.e., participants who have continued to engage in conversations with the voice assistant. Several questions regarding user behavior are prompted and responded to based on the collected and processed data. Analyzing the content of the conversation will help disclose more detailed information regarding the learning process. The progress of individual students can also be monitored to determine if further assistance is needed. en_US dc.description.tableofcontents Contents摘要 iAbstract iiiContents vList of Figures ixList of Tables xiiChapter 1 Introduction 11.1 3D Printing in the K-12Classrooms 21.2 Second Foreign Language Learning of the K-12 Students using Intelligent Voice Assistant 41.3 Main Contributions 61.3.1 Identifying Features for Learning Patterns 71.3.2 Defining the Degree of Completion for 3D Models 71.3.3 Devising an Integrated Quantitative and Qualitative Approach 81.3.4 Developing the Alexa Skill/Lesson Plans & Proposed Indicators for Second Foreign Language(SFL) Learning 9Chapter 2 Literature Review 102.1 Studies of Learning Behavior: Learning Pattern 102.2 Studies for Measuring Outcome #1: 3-D Model Complexity132.3 Studies for Measuring Outcome #2: Second Language Acquisition & Computer Assisted Language Learning(CALL) 15Chapter 3 Case Study of 3D Modeling: Methodology 173.1 Usage Pattern Related Features 173.1.1 From the Log of Qmodel Creator 173.1.2 From the Operation Recording 193.1.3 Indicators of User Behavior 213.2 3D Model Related Features 223.2.1 Degree of Detail(DoD) 223.2.2 Mixed Model Features 24Chapter 4 Case Study of 3D Modeling: Experimental Design . . . . . . . . . . 294.1 The First Stage – Qmodel Creator Workshops 294.1.1 Dataset Collection 294.1.2 Expert Evaluation 304.2 The Second Stage – Integrated 3D Printing Courses 314.2.1 Dataset Collection 314.2.2 Expert Evaluation 324.2.3 Interview with Students 32Chapter 5 Case Study of 3D Modeling: Experimental Results 345.1 The First Stage – Qmodel Creator Workshops 345.1.1 Overall Distribution 355.1.2 How long does the user take to finish a modeling task? 375.1.3 Which is used more frequently: Intuitive modeling or Traditional 3D editing? 385.1.4 When users create models, is the process smooth? Is Trial-and-Error required? 395.1.5 What is the degree of completion? 415.1.6 Summary of the stage 415.2 The Second Stage – Integrated 3D Printing Courses 425.2.1 Overall Distribution 435.2.2 Correlation with Score 455.2.3 Differences between Groups of Scores 465.2.4 User Categories Comparison 475.2.5 Summary of the Stage 48Chapter 6 Case Study of CALL: Methodology 496.1 The Developed Amazon Skill 496.2 The Assessment Methods 516.2.1 Skill Related Indicators 516.2.2 Indicators for Out of Skill Usage 516.3 Dataset Collection 536.3.1 Participants 536.3.2 Notifications and Events 54Chapter 7 Case Study of CALL: Experimental Results 557.1 Overall Observation 557.2 The Assessment Results 557.2.1 Question 1: Did the active users open NCCU (ES) English Textbook Practice frequently? How about their performance in the skill? 567.2.2 Question 2: What functions did active users trigger most often? 587.2.3 Question 3: How about the language measures of active users? Does it cause frustration in the learning process of active users, or promote trial-and-error behavior? 607.3 Further Analysis 607.3.1 Sibling Analysis – User#27 617.3.2 Sibling Analysis – User#15 627.4 Summary 62Chapter 8 Conclusions 64References 66Appendix 74A.1 The First Stage of the Case Study #1 75A.2 The Second Stage of the Case Study #1 76A.3 Detailed Results of Case Study #2 79 zh_TW dc.format.extent 8820717 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0104753502 en_US dc.subject (關鍵詞) 學習模式 zh_TW dc.subject (關鍵詞) 學習成效評估 zh_TW dc.subject (關鍵詞) 3D建模軟體 zh_TW dc.subject (關鍵詞) STEAM教案 zh_TW dc.subject (關鍵詞) K-12國民教育 zh_TW dc.subject (關鍵詞) 英語輔助學習 zh_TW dc.subject (關鍵詞) 智慧語音助理 zh_TW dc.subject (關鍵詞) Learning patterns en_US dc.subject (關鍵詞) Performance evaluation en_US dc.subject (關鍵詞) 3D modeling software en_US dc.subject (關鍵詞) Qmodel Creator en_US dc.subject (關鍵詞) STEAM lesson plan en_US dc.subject (關鍵詞) K-12 education en_US dc.subject (關鍵詞) Computer Assisted Language Learning (CALL) en_US dc.subject (關鍵詞) Intelligent Voice Assistant en_US dc.title (題名) 應用量質性整合框架於學習模式與表現之分析 zh_TW dc.title (題名) Analysis of Learning Patterns and Performance – An Integrated Quantitative and Qualitative Approach en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) [1] Sharan B Merriam and Lisa M Baumgartner. 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