註釋、對話代理和協作概念圖支持大學生議論文寫作和後設認知的培養;Fostering Argumentative Writing and Metacognition Awareness of Undergraduate Students with Support of Annotation, Conversational Agents and Collaborative Concept Map

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题名:	註釋、對話代理和協作概念圖支持大學生議論文寫作和後設認知的培養;Fostering Argumentative Writing and Metacognition Awareness of Undergraduate Students with Support of Annotation, Conversational Agents and Collaborative Concept Map
作者:	武朗狄;Sandra, Randi Proska
贡献者:	網路學習科技研究所
关键词:	議論文寫作;後設認知;註釋;聊天機器人（對話代理）;協作概念圖;argumentative writing;metacognition awareness;annotation;conversational agents;collaborative concept map
日期:	2021-08-19
上传时间:	2021-12-07 14:38:37 (UTC+8)
出版者:	國立中央大學
摘要:	議論文寫作是學生在學術與科學寫作中的基礎，與批判性思維和解決問題習習相關。然而，以往的研究調查發現，無論在宏觀層面上及微觀層面上，學生在議論文的寫作方面皆存在許多困難，例如：不合邏輯的思維模式、不夠明確的想法、缺乏論據結構，對問題、證據和數據的解釋不夠清晰等；及學生在寫作過程中的參與認知技能和自我調節等問題。因此，本研究旨在透過電腦支持的議論文寫作工具，包括註釋、聊天機器人（對話代理）和協作概念圖，整合三種工具至線上學習管理系統，來培養學生的議論文寫作和後設認知。由於本研究是在COVID-19疫情嚴重期間進行的，因此，這些工具將支持有意義的學習活動及論文寫作的調查。本研究於印尼一所大學進行為期八週的實驗，共六十名參與者，實驗組及對照組分別為三十人，針對參與者的議論文寫作的質量進行了評估，結果顯示，這三種工具有效地培養了學生議論文寫作的五個要素，包括：主張、理由、保證、支持及反駁。此外本研究深入分析發現，註釋的數量對於預測學生的議論文寫作發展具有顯著性，而協作概念圖則顯著預測學生的後設認知。此外，學生對三種工具的看法可以有效得幫助議論文寫作和後設認知，最後，我們對教育和技術等相關領域提出未來研究方向的建議。;Argumentative writing is fundamental for undergraduate students′ academic life and scientific writing related to critical thinking and problem-solving. However, previous studies investigated that students have various difficulties in argumentative writing both at the macro level, such as illogical and unclear ideas, less-structured arguments, and unbalance interpretation of issues, data, and evidence; and micro-level related to students′ involvement cognition skills and self-regulatory procedures during the writing process. Therefore, this study aims to foster argumentative writing and metacognition awareness of undergraduate students by integrating computer-supported argumentative writing tools, including annotation, conversational agents (CAs), and collaborative concept maps, into an online learning management system. Since the study was conducted during the COVID-19 pandemic, these tools can support meaningful learning activities and investigation in argumentative writing. An experiment was conducted for eight weeks at an Indonesian university for 60 participants, including 30 for the experimental group and 30 for the control group, and their argumentative writing qualities were also evaluated. The result showed that these three tools effectively foster students′ five elements of argumentative writing, including claims, grounds, warrants, and backings, rebuttal. Furthermore, the deep analysis found that the number of annotations can significantly predict the students’ argumentative writing development, and a collaborative concept map can significantly predict students’ metacognition awareness. Moreover, students′ perceptions of the three proposed tools can effectively help argumentative writing and metacognition awareness. Finally, we proposed some recommendations for future research both in educational and technical aspects.
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