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姓名	趙伯堯(Po-Yao Chao)  查詢紙本館藏	畢業系所	資訊工程學系
論文名稱	為研讀紙本教科書設計之線上學習支援系統 (Online Learning Support Systems for Studying on Paper Textbooks)
相關論文	★ 學習馬賽克-以教科書內容置入平板之合作式情境學習遊樂場 ★ 為使用知識而設計的電子書- 以參考手冊為模式的電子書設計 ★ 為使用知識而設計的電子書- 將紙本書籍以及電子書提供社群共建的機制 ★ 高互動低資源損耗之課堂學習系統設計與實際教學環境導入接受度探討 ★ 依學生偏好及學習狀態建構之學習輔助者與知識協尋系統 ★ 網路資訊與學習系統之中文全文探勘工具 ★ 支援使用者觀點之線上分析系統 ★ 由網站行為歷程以貝式學習建立學習者模式之引導系統 ★ 網路合作學習系統與小組互動觀察工具 ★ 依作品集評量方式並支援學習狀況分析與監控之網路學習系統 ★ 網路學習歷程之知識探索：學習效能評鑑之工具 ★ 網路學習系統之手機端學習輔助系統 ★ 以網站行為的歷程建立具時間性學習者模式 ★ 行動學習資訊系統-學生端網路學習伺服器與個人數位助理端之學習系統 ★ 應用貝式學習及決策樹之群組溝通網路監控系統 ★ 以網路群組作品及活動依角色分析之群組合作監控系統
檔案	[Endnote RIS 格式]    [Bibtex 格式]    [相關文章]   [文章引用]   [完整記錄]   [館藏目錄]   [檢視]  [下載] 本電子論文使用權限為同意立即開放。 已達開放權限電子全文僅授權使用者為學術研究之目的，進行個人非營利性質之檢索、閱讀、列印。 請遵守中華民國著作權法之相關規定，切勿任意重製、散佈、改作、轉貼、播送，以免觸法。
摘要(中)	紙本教科書的內容是作者根據自己的知識結構來設計的，但因每個學生的知識背景是動態且不同，大部分的學生無可避免的會在研讀教科書的過程中遭遇理解上的問題，若在此時沒有適時的連結到相關的輔助支援，學生可能會侷限在自己的建構程序中而建構出不完整的知識架構。本論文的目的在於發展機制來整合線上學習支援於紙本教科書研讀中，這些機制可以允許系統根據學生在紙本教科書上的學習狀態主動提供相關的資訊，並幫助學生透過連結教科書內容到相關數位學習資源的方式來調整教科書內容結構，進而建構個人的知識架構。我們利用手機與數位筆兩種方式來擴增線上學習支援，前者目的在當學生在手機支援系統中研讀紙本教科書時提供情境感知服務來提高資訊感知與提升學習，其中我們設計了一個可以連結學生紙本教科書與手機間缺口的紙機介面。我們實施了一個比較性研究與個案研究來評估紙機介面的結果與擴增線上學習支援之影響，學生在使用後的面談表示情境感知的推薦可以幫助他們綜合其他同學的觀點來建構知識結構，而這些擴增於紙本教材上的線上支援亦可以支援學生為不同環境下規劃與管理學習策略與學習活動。另一方面，數位筆擴增方式的目的在當學生在數位筆支援系統中研讀紙本教科書時提供以紙本教科書為基礎之線上組織的機制來促進個人知識架構的建構，其中我們設計了一個紙筆介面與pie選單藉以整合學生紙本教科書、數位資源與學習策略。我們對pie選單與數位筆支援系統實施了兩個形成性評估來評鑑紙筆介面的可用性與了解學生如何使用擴增之線上學習支援，在第一個形成性評估中，我們發現學生可以直觀地利用數位筆在紙上實施方向性雙點的方式來選擇電腦螢幕上的選單選項，第二個形成性評估結果也顯示學生利用數位筆根據提問的問題來促進個人知識的建構對學生而言是可行的方法且對於收及組織紙本上與網路上的學習資源是有用的，結果也顯示線上組織的支援可以提升學生讀後回想出與問題相關的課本內容重點。
摘要(英)	For decades, the content and information organization of a paper textbook is structured based on the authors’ knowledge structures. Since a student’s prior knowledge is dynamic and different from one another, most learners inevitably will encounter comprehension problems. Without linking to supplementary supports at this moment, the learner will be limited in their own constrained constructive process and consequently construct incomplete knowledge. The goal of this thesis is to develop mechanisms to augment online learning supports for learners in studying a paper textbook. The mechanisms allow a system to proactively deliver relevant information to learners based on learners’ learning status when students study on paper textbooks as well as assists learners to tailor organization of a paper textbook by linking paper textbook with relevant digital materials for the construction of personal knowledge structures. A mobile phone and digital pen approaches were proposed to augment online learning supports. The former approach aimed to offer context-aware supports to promote learning and information awareness when students studied a paper textbook in a mobile phone support system. A phone-and-paper interface was designed to bridge the gaps between students, paper textbooks, and mobile phones. To assess the effect of phone-and-paper interface and the impact of augmented online learning supports, a comparative and a case study were conducted. The results of interviews showed that the context-aware recommendations could assist students to construct their knowledge by synthesizing different aspects of viewpoints from other classmates. The augmented online supports could support students’ planning and management of learning strategies or activities for different circumstances. The digital pen approach, on the other hand, aimed to provide explicitly online organizing mechanisms to facilitate construction of personal knowledge structure when students studied a paper textbook in digital pen support system. A pen-and-paper interface and a pie-based menu are also designed to smooth the integration among printed textbooks, digital resources, and learning strategies. To assess the usability of the pie-based menu and understand the use of the augmented online organizing mechanism, two formative evaluations for pie-based menu and digital pen support system were conducted. In the first formative evaluation, we found that users could intuitively use digital pen to precisely perform directional double tapping on paper surface in order to select menu items displayed on a separated computer screen. The results of formative evaluation of the support system showed that using a digital pen to facilitate construction of knowledge structure based on adjunct questions is a feasible approach and seems useful to students in collecting and grouping printed and digital learning resources. This online organizing supports could promote recall of key points relevant to the adjunct questions.
關鍵字(中)	★ 人機互動介面 ★ 知識建構 ★ 脈絡感知 ★ 線上學習支援 ★ 紙本教科書 ★ 數位筆 ★ 紙筆介面 ★ 行動學習 ★ 行動運算	關鍵字(英)	★ human-computer interaction ★ knowledge construction ★ context awareness ★ online learning support ★ paper textbook ★ pen-and-paper interface ★ phone-and-paper interface ★ digital pen ★ mobile learning ★ mobile computing
論文目次	Chapter 1. Introduction 1 1.1. Background 2 1.2. Motivation 5 1.3. Scope of Research 6 1.3.1 Goal 6 1.3.2 Two implementation approaches 7 1.3.3 Questions 9 1.4. Organization of thesis 9 Chapter 2. Related Work 11 2.1. Paper tangible: incorporation of computing device with paper 11 2.1.1 DigitalDesk and EnhanceDesk 11 2.1.2 Book with Voice 12 2.1.3 Paper++ 12 2.1.4 PaperCraft and ButterflyNet 13 2.2. Recommendation of relevant information 14 2.2.1 Representation of learner’s learning context 14 2.2.2 Margin Notes 15 2.2.3 QuickStep 15 2.3. Mobile and pen computing 16 2.3.1 I/O constraints of mobile phone 16 2.3.2 Text messaging to facilitate discussion 17 2.3.3 Mobile phone applications to offer online supports 18 2.3.4 Pie-based menu 19 2.4. SOI cognitive processes and SQ3R strategies 19 2.4.1 SOI cognitive process 19 2.4.2 SQ3R learning strategies 20 Chapter 3. Scenario and Research Problems 22 3.1. Learning scenarios or processes 22 3.1.1 Paper-based learning with mobile phone 22 3.1.2 Paper-based learning with digital pen 25 3.2. Research problem 27 Chapter 4. System Design and Implementation 29 4.1. Proposed approach 29 4.2. Mobile phone to augment paper textbook with online supports 33 4.2.1 System Architecture 33 4.2.2 Context-aware supports for facilitating acquisition of knowledge 35 4.2.3 Line numbers to facilitate phone-and-paper interaction 37 4.2.4 Capture of personal learning context during note-taking and question resolving 42 4.2.5 Representation of learning context 44 4.2.6 Matching resources with learners 46 4.2.7 Augmenting with online learning community through recommendatory messages 49 4.2.8 Web-based annotation tool 52 4.3. Digital pen to augment paper textbook with online learning supports 53 4.3.1 Pen gestures and # menu to facilitate pen-and-paper interaction 54 4.3.2 Implementation of online organizing mechanism with digital pen 62 4.3.3 Proposed processes for studying a paper textbook in digital pen support system 63 Chapter 5. Evaluation of mobile phone approach 68 5.1. Comparative study 68 5.1.1 Participant and leaning materials 68 5.1.2 Data collection 70 5.2. Results and findings of comparative study 71 5.2.1 Verbatim note-taking 71 5.2.2 Question resolving and contextual recommendatory messages 75 5.2.3 Course tests and added use of line numbers 78 5.3. Case study 79 5.3.1 Participant and learning materials 79 5.3.2 Data collection 80 5.4. Results and findings of case study 80 5.4.1 Planning for learning 81 5.4.2 Management for learning 83 5.4.3 Adaptation of learning strategies to the augmented functions 84 Chapter 6. Evaluation of digital pen approach 87 6.1. Formative evaluation for pie-based menu (# menu) 87 6.1.1 Pilot study 88 6.1.2 Experiment 89 6.2. Results and findings of pie-based menu evaluation 91 6.2.1 Descriptive use data 91 6.2.2 Perception of pie-based menu 93 6.2.3 Articulatory errors 95 6.3. Formative evaluation for digital pen support system 97 6.3.1 User evaluation settings 98 6.4. Results and findings of formative evaluation 99 Chapter 7. Discussion and Conclusion 105 7.1. Discussion of mobile phone approach 105 7.2. Discussion of digital pen approach 109 7.3. General discussion 112 7.4. Future work 116 Reference 117
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指導教授	陳國棟(Gwo-Dong Chen)	審核日期	2009-4-5
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