博碩士論文 93532002 詳細資訊




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姓名 潘淑靜(Shuw-Jinq Pan)  查詢紙本館藏   畢業系所 資訊工程學系在職專班
論文名稱 探討多媒體註記工具應用於程序性知識的學習
(Reasearch on the learning effect of multimedia annotation tool applied to procedural knowledge)
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摘要(中) 本研究旨在探討多媒體線上註記工具『Vpen虛擬筆』應用於「程序性知識」(即『電腦軟體應用丙級技能檢定』術科部份)的學習成效。『電腦軟體應用丙級技能檢定』術科的課程授課時間長達一年之久,如何在學習過程中提供學生一個良好的學習環境及良好的學習輔助工具是很重要的。『Vpen虛擬筆』的註記功能可以幫助同學記錄平時上課與練習過程中的點滴重點,編輯一本屬於自己的網路筆記本,並且可以與網路上的數位教材相結合,便於日後的學習與複習。在研究實驗的過程中加入不同的學習活動(個別註記、個別作業、分組作業與群組作業),讓學生進行知識的管理與知識分享。師生的互動在學習過程中也是很重要的,藉由一次的線上平時考試,配合老師的線上批改,及學生的線上訂正,讓學生更清楚的知道自己錯誤的部份,以利補救學習。研究結果發現:
(1) 學生個別註記量與學習成效有關,與過去應用於「敘述性知識」的結果相同。
(2) 學生的作業解題量與學習成效有顯著關係。
(3) 師生間的互動方式所得到的學生考試訂正量與學習成效是有相關性的。
(4) 多數的同學樂於使用『Vpen虛擬筆』進行各項學習活動。尤其有90%的同學認為「文字註記」的功能對他們的學習是最有效的。
(5) 線上註記活動雖受到多數同學的肯定,但因受限於使用環境的不足,每週使用電腦操作的時間約只有兩小時,故有部份同學無法順利完成註記。
(6) 作業中加入除錯題及觀念與技巧的整理題型對學生的學習是有幫助的。
摘要(英) The main purpose of this thesis is to reasearch on the learning effect of multimedia online annotation tool,Vpen(virtual pen), applied to procedural knowledge (ie The Thrid Level of Computer Software Application Technicians). This course takes as long as one year to complete. How to provide students with a good learing environment and an excellent auxiliary learning tools during the whole learning process is very important. Vpen’s annotation function enable students to note down every key point during class and practice session, help students edit their own web-notebook and can be combined with online digital teaching material, facilitating students learning or reviewing afterwards. Different learing activities─individual annotations, homework, group work and team work─were added to the experimental phase, thus assisting students to engage in the management and share of knowledge. Furthermore, the interaction between the teacher and students is important as well. By conducting online quiz, along with teacher’s online-grading as well as students’ online correction, students are more aware of their errors, which is good for remedial learning. This research has shown the following six results:
(1) The amount of students’ individual notes is related to the learning effect, an identical result when applied to “declarative knowledge” in the past.
(2) The amount of homework done by students and learning effect are significantly correlated.
(3) The amount of students’ test correction gained from the interaction between the teacher and the students is correlated to students’ learning effect.
(4) Most of the students are delighted to use Vpen for engaging in different varity of learning activities. 90% of them ,in particular, regard the function of “comment annotation “as the most effective to their learning.
(5) Though the online-annotating is highly recognized by most of the students, some of them are still unable to finish annotating due to such physical confinement as time limit─students can only have two hours of computer operation weekly.
(6) For students learning, it is helpful to add debug problems and some questions classified according to conception and skill.
關鍵字(中) ★ 數位學習
★ 程序性知識
★ 線上註記
關鍵字(英) ★ e- learning
★ procedural knowledge
★ online annotation
論文目次 圖目錄.................................................................................................................................V
表目錄.............................................................................................................................VII
第一章 緒論........................................................................................................................1
第一節 研究背景................................................................................................................1
第二節 研究目的................................................................................................................3
第三節 研究範圍與限制....................................................................................................4
第四節 名詞釋義................................................................................................................5
第五節 研究架構與歷程....................................................................................................7
第二章 文獻探討................................................................................................................9
第一節 知識的表徵與ACT-R............................................................................................9
第二節 技能檢定與電腦軟體應用丙級檢定..................................................................11
第三節 科技接受模式………..........................................................................................16
第四節 Bloom認知理論...................................................................................................18
第五節 相關研究……………..........................................................................................21
第三章 研究工具..............................................................................................................22
第一節 研究工具..............................................................................................................22
1. 線上數位教材..............................................................................................................23
2. Vpen虛擬筆...................................................................................................................34
3. 以TAM理論架構自編問卷..........................................................................................38
4. 資料分析工具...............................................................................................................39
5. 考試評量工具...............................................................................................................40
第二節 研究變數..............................................................................................................43
第三節 研究樣本…..........................................................................................................45
第四節 研究設計…..........................................................................................................46
第五節 研究前的準備工作…..........................................................................................47
1. 數位教材設計...............................................................................................................47
2. 電腦教室的安裝與設定...............................................................................................48
3. 教導學生使用Vpen虛擬筆..........................................................................................49
4. 引導學生使用Vpen虛擬筆..........................................................................................50
第六節 研究實驗進行(實驗程序)…...........................................................................51
1. 第一階段:學生個別註記...........................................................................................52
2. 第二階段:進行線上作業...........................................................................................53
3. 第三階段:線上平時測驗...........................................................................................57
第七節 學生問卷調查…..................................................................................................60
第四章 研究結果與討論..................................................................................................61
第一節 研究的資料..........................................................................................................61
第二節 個別註記量與學習成效之統計分析..................................................................62
第三節 作業解題量與學習成效之統計分析..................................................................66
第四節 訂正量與學習成效之統計分析..........................................................................73
第五節 個別註記量、作業解題量與平時考試訂正量之相關性分析..........................76
第六節 學生問卷統計與分析..........................................................................................79
第五章 結論與建議…………………..............................................................................90
第一節 結論......................................................................................................................90
第二節 建議………………………..…………................................................................93
參考文獻............................................................................................................................94
英文文獻........................................................................................................................... 94
中文文獻........................................................................................................................... 96
附錄一.............................................................................................................................. 97
附錄二.............................................................................................................................103
附錄三.............................................................................................................................105
參考文獻 參考文獻
英文文獻
﹝1﹞Catherine C. Marshall、A.J. Bernheim Brush (2004). Exploring the Relationship betweenPersonal and Public Annotations. Proceedings of ACM Conference on Digital Libraries, June 7–11
﹝2﹞Niels A. Taatgen (1997). Explicit Learning in ACT-R. TCW-1997-2
﹝3﹞Seok-Hwan Jang, Whoi-Yul Kim(2004) Defining a new annotation object for DICOM image: a practical approach. Computerized Medical Imaging and Graphics 28 (2004) 371–375
﹝4﹞Pei-Luen Patrick Rau, Sho-Hsen Chen, Yun-Ting Chin (2004). Developing web annotation tools for learners and instructors. Interacting with Computers 16 (2004) 163–181
﹝5﹞M. Zenios, P. Goodyear, C. Jones (2004). Researching the impact of the networked information environment on learning and teaching. Computers & Education 43 (2004) 205–213
﹝6﹞Ji-Won Moon, Young-Gul Kim (2001). Extending the TAM for a World-Wide-Web context .
﹝7﹞Adams, D. A., Nelson, R. R., & Todd, P. A. (1992). Perceived usefulness, ease of use, and usage of information technology: a replication. MIS Quarterly, 16, 227–248.
﹝8﹞Davis, F. D. (1986). “A Technology Acceptance Model of Empirically Testing New End-UserInformation Systems: Theory and Results”, Doctoral Dissertation, Sloan School of Management, Massachusetts Institute of Technology.
﹝9﹞Marshall C. C. (1997). Annotation: From Paper Books to the Digital Library. Proceedings of the Second ACM Conference on Digital Libraries, July 23-26.
﹝10﹞Hwang W. Y. and Wang C. Y. (2005). A study on Application of Annotation System in Web-Based Materials. Accepted by Computers & Education SSCI).
﹝11﹞Won-Sung Sohn, Jae-Kyung Kim, Seung-Kyu Ko, Soon-Bum Lim, Yoon-Chul Choy (2003). Context-based Free-form Annotation in XML Documents, International Journal of Human Computer Studies, 59(3), 257-285.
﹝12﹞Clark etc.(2003). E-learning and the Science of Instruction. San Francisco : Jossey-Bass Pfeiffer
﹝13﹞Hwang W. Y. ,Wang C. Y and Mike Sharples (2004). “A Study of Multimedia Annotation of Web-Based Material“ . Accepted by Computers & Education.
﹝14﹞Wenli Tsou, Weichung Wang, Yenjun Tzeng(2004). Applying a multimedia storytelling website in foreignlanguage learning. Aaccepted 18 August by Computers & Education
﹝15﹞Thomas Jung, Mark D. Gross, Ellen Yi-Luen Do(2002). Annotating and Sketching on 3D Web Models. ACM Conference on Digital Libraries, January 13-16, 2002.
﹝16﹞Paolo Bottoni, Roberta Civica, Stefano Levialdi,Laura Orso, Emanuele Panizzi, Rosa Trinchese(2004). MADCOW: a Multimedia Digital Annotation System. ACM Conference on Digital Libraries, May 25-28.
﹝17﹞VenKatasubramani S,Raman RKVS(2002). Annotations in Semantic Web. ACM Conference on Digital Libraries, May 7-11.
﹝18﹞Andrew S. Gordon(2000) Using Annotated Video as an Information Retrieval Interface
﹝19﹞Ian Glover, Zhijie Xu, Glenn Hardaker(2006). Online annotation – Research and practices. Accepted by Computers & Education 8 February
中文文獻
﹝1﹞黃武元,潘淑靜,王錦裕 (民94). 探討簡易有效的多媒體即時貼對學習之影響
2005年第十一屆資訊管理暨實務研討會論文
﹝2﹞江金城 (民91). 高職聽障學生在「丙級軟體應用」學習情形之研究─以台北市啟聰學校資料處理科為例 國立台灣師範大學工業教育研究所碩士論文
﹝3﹞羅嘉琳 (民93). 探討行動學習輔具科技接受模式的研究 國立中央大學網路學習研究所碩士論文
﹝4﹞王曉璿 (民93). 「資訊科技」與「教學設計」探討 資訊研習第21卷第3期
﹝5﹞陳泳成 (民92). 以修正後的科技接受模式探討影響「使用者自建系統接受」之因素 國立中山大學資訊管理研究所碩士論文
﹝6﹞張金鐘 (民91). 以科技接受模式探討教師與學生採用數位化教材的態度
國立中山大學資訊管理研究所在職專班碩士論文
﹝7﹞蕭英勵 (民92). 教師引倒學生參與資訊融入教學活動之內涵 研習資訊第20卷第6期
﹝8﹞黃芳蘭 (民93). 網路同儕評量於高中應用之探討 國立中央大學資訊工程研究所在職專班碩士論文
﹝9﹞沈晏仕、楊佳元、蘇育生、楊鎮華 (民93). 試題轉換與Bloom試卷產生工具 台灣行政院國家科學委員會研究計畫
﹝10﹞鄭蕙如、林世華 (民93). Bloom 認知領域教育目標分類修訂版理論與實務之探討─以九年一貫課程數學領域分段能力指標為例
台東大學教育學報,15(2),247~274 頁
﹝11﹞葉連棋、林淑萍 (民92). Bloom 認知領域教育目標分類修訂版之探討
教育研究月刊 2003.1
﹝12﹞李文雅 (民92). TAM與TTF整合模式之驗證:以乙級電腦軟體應用技術士為例
國立雲林科技大學資訊管理系碩士班碩士論文
﹝13﹞何佳盈 (民94). 台北縣市高職商業類科應屆畢業生參與技能檢定意願調查之研究 國立台灣科技大學技術及職業教育研究所碩士學位論文
指導教授 黃武元(Wu-Yuin Hwang) 審核日期 2006-7-13
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