利用XAPI開發和評估在真實情境的無所不在幾何學習;Development and Evaluation of Ubiquitous Geometry Learning in Authentic Contexts with Experience API

NCUIR > College of Electrical Engineering & Computer Science > Graduate Institute of Network Learning Technology > Electronic Thesis & Dissertation > Item 987654321/77657

Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/77657

Title:	利用XAPI開發和評估在真實情境的無所不在幾何學習;Development and Evaluation of Ubiquitous Geometry Learning in Authentic Contexts with Experience API
Authors:	楊拉馬;Abdilah, Yan Amal
Contributors:	網路學習科技研究所
Keywords:	泛在幾何;學習行為;真實任務;多重表徵;同伴評估;體驗API;Ubiquitous-Geometry;learning behavior;authentic task;multiple representation;peer assessment;experience API
Date:	2018-06-28
Issue Date:	2018-08-31 14:51:55 (UTC+8)
Publisher:	國立中央大學
Abstract:	本研究的目的是調查真實學習中學習行為與四年級學生學習成績之間的關係。調查包括行為的質量和數量。在台北三民小學，學生們使用我們的Ubiquitous Geometry（UG）系統學習角度和多邊形。 UG系統利用xAPI規範記錄三種學習行為，如真實測量，註釋和同伴評估。共有53名學生參加本研究，由對照組的27名學生和實驗組的26名學生組成。統計分析表明，實驗組學習成績較好。真實的測量對結果產生了最大的影響。特別是利用鏡頭和陀螺儀傳感器測量仰角和俯仰角。他們多次測量許多物體以滿足學習的需要。另一個發現是繪圖功能是註釋和同伴評估活動中最有價值的功能。學生們使用繪畫功能以不同的表現形式（數字，符號和文本）表達自己的想法。他們為他們的繪畫使用了各種顏色。學生不能從同伴評估中獲益。大多數學生覺得繪畫可以指出誤解的地方。同時，學生評論文本的意義不大。本研究強烈建議利用科技從學習幾何的真實環境中學習。系統應該開發功能來評分行為的品質。這樣可以收集更複雜的數據，並可以在未來的研究中進行更深入的分析。;The aim of this study is to investigate relationship between learning behaviors and learning achievement of fourth grade students in authentic learning. The investigation included quality and quantity of behaviors. In Sanmin Elementary School, Taipei, the students used our Ubiquitous Geometry (UG) system to learn angle and polygon. UG system utilized xAPI specification to record three learning behaviors, such as authentic measurement, annotation, and peer assessment. Total of 53 students joined this study, consisted of 27 students in control group and 26 students in experimental group. The statistical analysis showed that experimental group has better learning achievement. Authentic measurement contributed the biggest effect for the result. Especially, measuring angle of elevation and depression which utilize camera and gyro sensor. They measured many objects several times to fill their satisfaction in learning. Another finding is that drawing feature is most valuable feature in annotation and peer assessment activities. Students used drawing feature to express their ideas in different representations (figures, symbols, and texts). They used various colors for their drawing. Students can not benefit much from peer assessment. Most of students commend drawing were circles that pointed out misconception. Meanwhile, students comment texts were less meaningful. This study strongly recommends utilization of advance technology to learn from authentic contexts for learning geometry. System capability to score behaviors’ quality should be developed. So that more complex data can be collected and deeper analysis can be conducted in the future studies.
Appears in Collections:	[Graduate Institute of Network Learning Technology] Electronic Thesis & Dissertation

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