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。 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.
