1. NCCU Academic Hub
  2. 學術產出
  3. College of Informatics
  4. Theses
  5. Item

學術產出-Theses

Article View/Open

Publication Export

Google ScholarTM

政大圖書館

Citation Infomation

  • No doi shows Citation Infomation
題名 整合同化論於適性化學習模型之研究
Integration of Assimilation Theory to the Adaptive Learning Model
作者 陳文婷
Chen, Wen-Ting
貢獻者 沈錳坤
陳文婷
Chen, Wen-Ting
關鍵詞 同化論
適性化教學
E-Learning
Assimilation Theory
Adaptive Learning
SCORM
日期 2004
上傳時間 17-Sep-2009 14:09:15 (UTC+8)
摘要 近年來網路學習隨著網路的發展，逐漸受到重視。網路是一個開放式環境，擁有豐富的學習資源，並且突破學習時的空間限制、時間限制，讓使用者擁有較高的學習自主性。由於在網路學習環境中，學習者必須負擔選擇和學習的責任，容易有學習迷失的問題。因此，蘇俊銘等提出一個動態產生適性化教材順序的Instructional Activity Model(IAM)。更依據所提出的IAM，設計一個符合美國國防部所提出之SCORM標準的系統。
根據奧蘇伯爾在認知同化學習論中所提到，能力之間是會互相影響的。然而IAM並未考量能力與能力之間的相互影響關係。因此本研究將將結合奧蘇伯爾同化論，提出一個考慮能力與能力之間相互關係的適性化教學模型，提供學習路徑導引。期望藉由此模型，能夠提供E-learning環境設計者，設計更符合學習者能力狀況的適性化學習課程。
E-Learning issues have been discussed and investigated recent years. Internet environment provides multiple choices of learning time and learning materials. Much research has been done on E-Learning. The standards of E-Learning platform have been developed to make the learning content sharable and reusable.
Some research has been devoted to the design of adaptive Learning system for need of different users. The Instructional Activity Model (IAM) is a general-purpose model to generate an adaptive learning course, which is compatible with the SCORM standard. IAM is composed of related Activity Tree (AT tree) nodes and capability nodes. Prerequisites are capabilities supposed to posses before learning an AT tree while contributions are capabilities after learning an AT tree. IAM model supports the adaptive learning sequencing by considering the relationships between AT trees and capability nodes.
However, the IAM model does not take the influence between capabilities into consideration, especially for the assimilation of capabilities. In this paper, we propose the mechanism to integrate the concept of assimilation theory to the IAM model. In our proposed mechanism, the relationships between capabilities are considered based on the similarity measure between capabilities. The selection process of IAM is also modified to reflect the relationships of capabilities. Simulation result shows that the proposed mechanism is helpful for the learning sequencing.
參考文獻 [1] ADL (2004). Sharable Content Object Reference Model-SCORM Overview Version 1.3. http://www.adlnet.org/.
[2] ADL (2004). Sharable Content Object Reference Model-SCORM Run-Time Environment Version 1.3. http://www.adlnet.org/.
[3]_ADL (2004), Sharable Content Object Reference Model-SCORM Content Aggregation Model Version 1.3. http://www.adlnet.org/.
[4]_ADL (2004), Sharable Content Object Reference Model-SCORM Sequencing and Navigation Version 1.3. http://www.adlnet.org/.
[5] Anderson, L. W., & Krathwohl, D. R. Ed. (2000). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom`s Taxonomy of Educational Objectives. Allyn & Bacon, United States.
[6] Bohl, O., Schellhase, J., Sengler, R., & Winand, U. (2002). The Sharable Content Object Reference Model (SCORM)-A Critical Review. In Proceedings of the International Conference on Computers in Education, Auckland, New Zealand.
[7] Brusilovsky, P. (1996). Methods and Techniques of Adaptive Hypermedia. User Modeling and User Adapted Interaction, Vol. 6, No. 2-3, pp. 87-129.
[8] Chen, C. T. (2003). Generating Dynamic Adaptive Courses for Pedagogical Needs in Intelligent Tutoring System. Master Thesis, Department of Computer Information Science, National Chiao Tung University.
[9]_Cheng, H. R., & Lin, S. H. (2004) The Study for Theory and Practice of the Revision of Bloom`s Taxonomy of Educational Objectives- An Example for the Competence Indicators of Nine-Year Integrated Mathematical Curriculum. National Taitung University Educational Research Journal, Vol. 15(2).
[10]_Clark, D. (2000). Transfer of Learning. http://www.nwlink.com/~donclark/hrdlearning.
[11]_Greco, G., Guzzo, A., Manco, G., & Sacca, D. (2003). Mining Frequent Instances on Workflows. In Proceedings of the 7th Pacific-Asia Conference on Knowledge Discovery and Data Mining, Seoul, KOREA.
[12] Haskell, R. E. (2000). Transfer of Learning: Cognition, Instruction, and Reasoning, San Diego, Calif.: Academic Press.
[13]_Hsieh, C. K. (2002). Learning Path Control Mechanisms for E-Learning. Master Thesis, Department of Computer Information Science, National Sun Yat-sen University.
[14]_Klingemann, J., Wäsch, J., & Aberer, K. (1999).Adaptive Outsourcing in Cross-Organizational Workflows. In Proceeding of the 11th Advanced Information Systems Engineering International Conference, CAiSE`99.
[15]_McGreal, R. Ed. (2004). Online Education Using Learning Objects. Open and Distance Learning Series, London, Routledge/Falmer.
[16]_Reigeluth, C.M.(1983).Ed. Instructional-design theories and models: An overview of their current status. New Jersey: Lawrence Erlbaum Associates, Publishers.
[17]_Su, J. M., Tseng, S. S., Chen, C. T., & Tsai, W. N. (2004). Adaptive Learning Environment to Meet Pedagogical Needs. Journal of Information Science and Engineering, Vol. 20 No. 6, pp. 1057-1077.
[18]_Wu, Z., & Palmer, M. (1994). Verb Semantics and Lexical Selection. In the 32nd Annual Meetings of the Associations for Computational Linguistics, pp. 133-138.
[19]_Yang, J. T. D., & Tsai, C. Y. (2003). An Implementation of SCORM-compliant Learning Content Management System-content Repository Management System. In Proceedings of the 3rd IEEE International Conference on Advanced Learning Technologies, Athens, Greece.
[20]_李琮堯，「An Introduction to SCORM」，中興大學資訊科學研究所網路與多媒體實驗室，民國92年。
[21]_林紀慧，「個別差異和學習路徑策略與電腦超本文學習成效研究」，新竹師院學報，1998，11期，pp.1-14。
[22]_卓輝泰，「依學習風格建構中學適性數位學習模式之研究」，國立中正大學資訊工程研究所碩士論文，民國91年。
[23]_施良方，「學習理論」，麗文文化，高雄，民國85年。
[24]_洪榮昭與劉明洲，「電腦輔助教學之設計原理與應用」，師大書苑，民國88年。
[25]_陳品仲，「網路學習標準的分析與比較」，中山資管碩士論文，高雄，民國91年。
[26]_黃政傑主編，「教學原理」，師大書苑，台北，民國87年。
[27]_游寶達、楊錦潭與李璧如，「開放的分散式教材資源管理-共享教材元件參考模式（SCORM）」，資訊與教育雜誌，民國91年，pp.12-1~12-20。
[28] 葉連祺、林淑萍，「布魯姆認知領域教育目標分類修訂版之探討」，教育研究月刊，民國92年，105期，pp. 94-106。
[29]_蔡芳遠，「在網際網路專題導向學習的環境中思考學習風格對學習遷移影響之研究」，台南師院資訊教育研究所碩士論文，民國91年。
[30]_廖炳堯，「教材管理元件-數位內容服務」，資訊尖兵，台北，民國92年，pp.9-12。
[31]_劉明洲、陳龍川、壽大衛與林鴻龍，「網頁課程之適性化學習設計研究」，教育部八十八年度委託專題研究計畫報告書，民國88年。
[32]_謝章冠，「網路學習之學習路徑控制分析與設計」，國立中山大學資訊管理研究所碩士論文，民國90年。
[33]_謝章冠，「網路學習之學習路徑控制機制」，國立中山大學資訊管理研究所碩士論文，民國91年。
[34]_鍾啟泉與黃志成主編，「美國教學論流派」，商鼎文化，台北，民國88年。
[35] 顏榮泉，「全球資訊網在教學與學習上之應用探討」，教學科技與媒體，民國85年，25期，pp.33-41。
描述 碩士
國立政治大學
資訊科學學系
92753036
93
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0927530361
資料類型 thesis
dc.contributor.advisor 沈錳坤zh_TW
dc.contributor.author (Authors) 陳文婷zh_TW
dc.contributor.author (Authors) Chen, Wen-Tingen_US
dc.creator (作者) 陳文婷zh_TW
dc.creator (作者) Chen, Wen-Tingen_US
dc.date (日期) 2004en_US
dc.date.accessioned 17-Sep-2009 14:09:15 (UTC+8)-
dc.date.available 17-Sep-2009 14:09:15 (UTC+8)-
dc.date.issued (上傳時間) 17-Sep-2009 14:09:15 (UTC+8)-
dc.identifier (Other Identifiers) G0927530361en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/32730-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 資訊科學學系zh_TW
dc.description (描述) 92753036zh_TW
dc.description (描述) 93zh_TW
dc.description.abstract (摘要) 近年來網路學習隨著網路的發展，逐漸受到重視。網路是一個開放式環境，擁有豐富的學習資源，並且突破學習時的空間限制、時間限制，讓使用者擁有較高的學習自主性。由於在網路學習環境中，學習者必須負擔選擇和學習的責任，容易有學習迷失的問題。因此，蘇俊銘等提出一個動態產生適性化教材順序的Instructional Activity Model(IAM)。更依據所提出的IAM，設計一個符合美國國防部所提出之SCORM標準的系統。
根據奧蘇伯爾在認知同化學習論中所提到，能力之間是會互相影響的。然而IAM並未考量能力與能力之間的相互影響關係。因此本研究將將結合奧蘇伯爾同化論，提出一個考慮能力與能力之間相互關係的適性化教學模型，提供學習路徑導引。期望藉由此模型，能夠提供E-learning環境設計者，設計更符合學習者能力狀況的適性化學習課程。		zh_TW
dc.description.abstract (摘要) E-Learning issues have been discussed and investigated recent years. Internet environment provides multiple choices of learning time and learning materials. Much research has been done on E-Learning. The standards of E-Learning platform have been developed to make the learning content sharable and reusable.
Some research has been devoted to the design of adaptive Learning system for need of different users. The Instructional Activity Model (IAM) is a general-purpose model to generate an adaptive learning course, which is compatible with the SCORM standard. IAM is composed of related Activity Tree (AT tree) nodes and capability nodes. Prerequisites are capabilities supposed to posses before learning an AT tree while contributions are capabilities after learning an AT tree. IAM model supports the adaptive learning sequencing by considering the relationships between AT trees and capability nodes.
However, the IAM model does not take the influence between capabilities into consideration, especially for the assimilation of capabilities. In this paper, we propose the mechanism to integrate the concept of assimilation theory to the IAM model. In our proposed mechanism, the relationships between capabilities are considered based on the similarity measure between capabilities. The selection process of IAM is also modified to reflect the relationships of capabilities. Simulation result shows that the proposed mechanism is helpful for the learning sequencing.		en_US
dc.description.tableofcontents 中文摘要 i
英文摘要 ii
誌謝 iv
目錄 vi
圖目錄 viii
表目錄 x
第一章 緒論 1
第二章 理論基礎與相關研究 3
2.1 E-Learning上的適性化教學 3
2.1.1 學習路徑的研究 4
2.1.2 Instructional Activity Model 6
2.2 學習理論 9
第三章 研究問題 12
3.1. IAM的問題 12
第四章 同化論描述能力間的關係 16
4.1 同化的機制 16
4.2 能力之間關係的描述 19
4.3 能力之間影響力的計算 23
4.4 結合同化論的適性化教學模型 25
4.4.1 同化機制於IAM的概念 25
4.4.2 結合同化論於IAM 30
第五章 實驗設計與實驗結果 43
5.1 實驗設計 43
5.1.1 實驗環境 43
5.1.2 實驗模型設計 44
5.1.3 實驗方法 46
5.2 實驗結果 47
第六章 結論與建議 49
參考文獻 50		zh_TW
dc.format.extent 50338 bytes-
dc.format.extent 70806 bytes-
dc.format.extent 93031 bytes-
dc.format.extent 71282 bytes-
dc.format.extent 85363 bytes-
dc.format.extent 146253 bytes-
dc.format.extent 105585 bytes-
dc.format.extent 357288 bytes-
dc.format.extent 101598 bytes-
dc.format.extent 71808 bytes-
dc.format.extent 86880 bytes-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
dc.format.mimetype application/pdf-
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0927530361en_US
dc.subject (關鍵詞) 同化論zh_TW
dc.subject (關鍵詞) 適性化教學zh_TW
dc.subject (關鍵詞) E-Learningen_US
dc.subject (關鍵詞) Assimilation Theoryen_US
dc.subject (關鍵詞) Adaptive Learningen_US
dc.subject (關鍵詞) SCORMen_US
dc.title (題名) 整合同化論於適性化學習模型之研究zh_TW
dc.title (題名) Integration of Assimilation Theory to the Adaptive Learning Modelen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) [1] ADL (2004). Sharable Content Object Reference Model-SCORM Overview Version 1.3. http://www.adlnet.org/.zh_TW
dc.relation.reference (參考文獻) [2] ADL (2004). Sharable Content Object Reference Model-SCORM Run-Time Environment Version 1.3. http://www.adlnet.org/.zh_TW
dc.relation.reference (參考文獻) [3]_ADL (2004), Sharable Content Object Reference Model-SCORM Content Aggregation Model Version 1.3. http://www.adlnet.org/.zh_TW
dc.relation.reference (參考文獻) [4]_ADL (2004), Sharable Content Object Reference Model-SCORM Sequencing and Navigation Version 1.3. http://www.adlnet.org/.zh_TW
dc.relation.reference (參考文獻) [5] Anderson, L. W., & Krathwohl, D. R. Ed. (2000). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom`s Taxonomy of Educational Objectives. Allyn & Bacon, United States.zh_TW
dc.relation.reference (參考文獻) [6] Bohl, O., Schellhase, J., Sengler, R., & Winand, U. (2002). The Sharable Content Object Reference Model (SCORM)-A Critical Review. In Proceedings of the International Conference on Computers in Education, Auckland, New Zealand.zh_TW
dc.relation.reference (參考文獻) [7] Brusilovsky, P. (1996). Methods and Techniques of Adaptive Hypermedia. User Modeling and User Adapted Interaction, Vol. 6, No. 2-3, pp. 87-129.zh_TW
dc.relation.reference (參考文獻) [8] Chen, C. T. (2003). Generating Dynamic Adaptive Courses for Pedagogical Needs in Intelligent Tutoring System. Master Thesis, Department of Computer Information Science, National Chiao Tung University.zh_TW
dc.relation.reference (參考文獻) [9]_Cheng, H. R., & Lin, S. H. (2004) The Study for Theory and Practice of the Revision of Bloom`s Taxonomy of Educational Objectives- An Example for the Competence Indicators of Nine-Year Integrated Mathematical Curriculum. National Taitung University Educational Research Journal, Vol. 15(2).zh_TW
dc.relation.reference (參考文獻) [10]_Clark, D. (2000). Transfer of Learning. http://www.nwlink.com/~donclark/hrdlearning.zh_TW
dc.relation.reference (參考文獻) [11]_Greco, G., Guzzo, A., Manco, G., & Sacca, D. (2003). Mining Frequent Instances on Workflows. In Proceedings of the 7th Pacific-Asia Conference on Knowledge Discovery and Data Mining, Seoul, KOREA.zh_TW
dc.relation.reference (參考文獻) [12] Haskell, R. E. (2000). Transfer of Learning: Cognition, Instruction, and Reasoning, San Diego, Calif.: Academic Press.zh_TW
dc.relation.reference (參考文獻) [13]_Hsieh, C. K. (2002). Learning Path Control Mechanisms for E-Learning. Master Thesis, Department of Computer Information Science, National Sun Yat-sen University.zh_TW
dc.relation.reference (參考文獻) [14]_Klingemann, J., Wäsch, J., & Aberer, K. (1999).Adaptive Outsourcing in Cross-Organizational Workflows. In Proceeding of the 11th Advanced Information Systems Engineering International Conference, CAiSE`99.zh_TW
dc.relation.reference (參考文獻) [15]_McGreal, R. Ed. (2004). Online Education Using Learning Objects. Open and Distance Learning Series, London, Routledge/Falmer.zh_TW
dc.relation.reference (參考文獻) [16]_Reigeluth, C.M.(1983).Ed. Instructional-design theories and models: An overview of their current status. New Jersey: Lawrence Erlbaum Associates, Publishers.zh_TW
dc.relation.reference (參考文獻) [17]_Su, J. M., Tseng, S. S., Chen, C. T., & Tsai, W. N. (2004). Adaptive Learning Environment to Meet Pedagogical Needs. Journal of Information Science and Engineering, Vol. 20 No. 6, pp. 1057-1077.zh_TW
dc.relation.reference (參考文獻) [18]_Wu, Z., & Palmer, M. (1994). Verb Semantics and Lexical Selection. In the 32nd Annual Meetings of the Associations for Computational Linguistics, pp. 133-138.zh_TW
dc.relation.reference (參考文獻) [19]_Yang, J. T. D., & Tsai, C. Y. (2003). An Implementation of SCORM-compliant Learning Content Management System-content Repository Management System. In Proceedings of the 3rd IEEE International Conference on Advanced Learning Technologies, Athens, Greece.zh_TW
dc.relation.reference (參考文獻) [20]_李琮堯，「An Introduction to SCORM」，中興大學資訊科學研究所網路與多媒體實驗室，民國92年。zh_TW
dc.relation.reference (參考文獻) [21]_林紀慧，「個別差異和學習路徑策略與電腦超本文學習成效研究」，新竹師院學報，1998，11期，pp.1-14。zh_TW
dc.relation.reference (參考文獻) [22]_卓輝泰，「依學習風格建構中學適性數位學習模式之研究」，國立中正大學資訊工程研究所碩士論文，民國91年。zh_TW
dc.relation.reference (參考文獻) [23]_施良方，「學習理論」，麗文文化，高雄，民國85年。zh_TW
dc.relation.reference (參考文獻) [24]_洪榮昭與劉明洲，「電腦輔助教學之設計原理與應用」，師大書苑，民國88年。zh_TW
dc.relation.reference (參考文獻) [25]_陳品仲，「網路學習標準的分析與比較」，中山資管碩士論文，高雄，民國91年。zh_TW
dc.relation.reference (參考文獻) [26]_黃政傑主編，「教學原理」，師大書苑，台北，民國87年。zh_TW
dc.relation.reference (參考文獻) [27]_游寶達、楊錦潭與李璧如，「開放的分散式教材資源管理-共享教材元件參考模式（SCORM）」，資訊與教育雜誌，民國91年，pp.12-1~12-20。zh_TW
dc.relation.reference (參考文獻) [28] 葉連祺、林淑萍，「布魯姆認知領域教育目標分類修訂版之探討」，教育研究月刊，民國92年，105期，pp. 94-106。zh_TW
dc.relation.reference (參考文獻) [29]_蔡芳遠，「在網際網路專題導向學習的環境中思考學習風格對學習遷移影響之研究」，台南師院資訊教育研究所碩士論文，民國91年。zh_TW
dc.relation.reference (參考文獻) [30]_廖炳堯，「教材管理元件-數位內容服務」，資訊尖兵，台北，民國92年，pp.9-12。zh_TW
dc.relation.reference (參考文獻) [31]_劉明洲、陳龍川、壽大衛與林鴻龍，「網頁課程之適性化學習設計研究」，教育部八十八年度委託專題研究計畫報告書，民國88年。zh_TW
dc.relation.reference (參考文獻) [32]_謝章冠，「網路學習之學習路徑控制分析與設計」，國立中山大學資訊管理研究所碩士論文，民國90年。zh_TW
dc.relation.reference (參考文獻) [33]_謝章冠，「網路學習之學習路徑控制機制」，國立中山大學資訊管理研究所碩士論文，民國91年。zh_TW
dc.relation.reference (參考文獻) [34]_鍾啟泉與黃志成主編，「美國教學論流派」，商鼎文化，台北，民國88年。zh_TW
dc.relation.reference (參考文獻) [35] 顏榮泉，「全球資訊網在教學與學習上之應用探討」，教學科技與媒體，民國85年，25期，pp.33-41。zh_TW