電腦輔助合作學習乃近年來熱門的研究方向；如何於合作學習環境激發學生進行主動學習乃成為一個重要的議題。本研究嘗試發展一套連續刺激的合作式知識圖建構系統，並將此系統實際運用於教學環境中。此系統能讓學生整合網際網路資源，將自己對某一主題的知識架構呈現出來，而系統則在此過程對相關學生進行連續刺激，以期促使學習者產生連鎖反應並進而修改既有知識或創造出更多的知識。本研究旨在探討合作式知識圖建構活動與連續刺激對知識圖發展的影響。為達研究目的，本研究分別針對初學程式及有程式設計經驗的大三學生進行實驗。經由學習歷程資料之分析，結果發現：程式初學者受到刺激會產生連鎖反應，但其所為之反應卻無益於知識圖之發展；反之，有經驗的學習者所為之行為與所受刺激之間無顯著相關性，但其所為的行為與知識圖之發展卻有顯著正相關。研究並發現，無論是程式初學者或是有經驗的學習者，刺激 與知識圖之發展、與最後完成之知識圖品質、及與後測成績之間皆具有顯著正相關。除此之外，本研究亦發展樣本學生的學習成就預測模式。本研究最後針對分析之結果進行討論並提供建議，以作為系統設計者、教學者與後續研究者之參考。 Many systems have been proposed to construct collaborative learning environments with computers. Students’ cascading actions, reactions and chain reactions should be promoted in a collaborative learning environment. A knowledge mapping system with stimulus cascading (the SC-KM system) which supports collaborative knowledge activities was developed in this research. The system was carried out in an authentic learning environment. Through the system, students integrated the Internet resources and visualized their knowledge structure about specific topics. The mainly purpose of this research was to investigate the effects of collaborative knowledge mapping with stimulus cascading on students’ knowledge map development. Based on the research purposes, a collaborative learning activity was arranged and the SC-KM system was adopted in both novice and experienced programmer classes. During the experiment, the students firstly constructed their individual knowledge map for two weeks. Then all knowledge maps were opened for sharing. Students were encouraged to give comments for improving their classmates’ knowledge map. During the collaborative learning activity, stimulus cascading was activated in the SC-KM system to foster actions, reactions and chain reactions among learners. After the experiment, the collected learning portfolios were analyzed and some interesting findings were revealed. Finally, pedagogical implications were also discussed.
