| 摘要: | 無所不在的技術（移動/可穿戴設備、雲服務、圖像和語音識別機器學習）越來越成熟，因此在真實情境進行學習具前瞻性與迫切性。使用無所不在技術支持的智能機制來促進有效真實情境學習越來越重要。這項三年的研究中，將探討利用上述先進技術設計與發展智能機制，幫助真實情境學習。包含真實情境應用和評估知識，與真實環境和同伴互動，然後發展學習者的高認知能力（例如應用、分析、合作和評估）。為了促進真實情境學習的知識應用、評估與互動，使用智能機制如幫助真實情境探索，支持其學習（例如反饋錯誤）或報告學習進度。此外，我們還將研究學習策略推薦的智能機制，以提高學習者解決問題的能力。我們也將開發問卷調查，以研究採用智能機制進行的真實情境學習是否可以提高學習者學習的動力和興趣。此外，問卷還將調查智能機制對真實情境學習的可持續性和可擴展性。此計畫研究將進行三年，其目的是通過智能機制在真實情境背景下提出學習建議。在前兩年中，我們將設計兩個行動APPs，分別是幾何學習Smart Ubiquitous Geometry（Smart UG）和英語口語練習Smart Ubiquitous English（Smart UEnglish）。第一年，智能機制包含學習進度和Google Maps支持熟悉情境，引導學習者在推薦地方找到相關真實物體進行幾何學習或英語對話練習。使用SmartUG學生在學校周圍真實的學習環境中找尋幾何物件並進行測量與計算，而使用Smart UEnglish學生進行真實情境探索，幫助生活英語口語練習。第二年，提出進階智能機制，利用機器學習幾何辨識與聲音辨識。SmartUG學生可以得到幾何測量與計算回饋，而Smart UEnglish學生的真實英語口語練習可以得到回饋和建議。我們還將通過同伴評估和競爭，幫助學生在更多地方發現和探索與學習主題相關的內容，讓學習質量得到提升。同時也研究學習策略推薦智能機制，以提高學習者解決問題的能力。第三年問卷設計不僅用於調查學習者對我們提出智能機制對真實學習有用性的感知外，而且還針對可持續性和可擴展性二方面來探討，研究學習者是否可以維持學習動力並在真實情境中進行更多探索學習。此問卷設計很有前途，真實情境學習可以擴展傳統教育目標，不僅考慮認知發展學習成就，也思考其他方面，例如健康快樂學習，希望他們在智能機制輔助下真實情境的學習感到滿意和健康，並提升其學習成效。 ;Learning in authentic contexts becomes promising since ubiquitous technologies like mobile/wearable devices, cloud services and machining learning for image and voice recognition are more and more mature and popular. Therefore, to address using smart mechanisms supported by the above-mentioned technology for facilitate effective learning in authentic contexts becomes emergent. In this study, learning in authentic contexts named as authentic contextual learning with smart mechanisms will be investigated. To help authentic contextual learning are to apply and evaluate knowledge in authentic contexts, engage in interactions with environments and peers, and then develop learners’ high cognition development such as applying, analyzing, collaborating and evaluating. To facilitate authentic contextual learning with high cognition development, some smart mechanisms will be considered like to help exploration in authentic context, support their learning like feedback mistakes or report learning progress. In addition, we will develop questionnaires to study whether authentic contextual learning with smart mechanisms can improve learners’ motivation and interests. Furthermore, questionnaires will also investigate sustainability and scalability as the impact of authentic contextual learning with support of smart mechanisms.The proposed study will be conducted during three years. In the first two years, we will design two mobile apps for learning with smart mechanism in authentic context. Smart Ubiquitous Geometry (SmartUG) for Geometry and Smart Ubiquitous English speaking (Smart UEnglish) for English Speaking. In the first year, we will consider the first 2 smart hints using Google maps support and learning progress report. The maps will lead them to find related authentic objects in recommended places. Students using SmartUG need to find and measure the real object in an authentic learning environment surrounding school and students using Smart UEnglish need to make real-life English speaking practicing with accuracy feedback and suggestions. In the second year, more smart hints like recognition technologies are proposed to evaluate their learning results with feedback. Moreover, peer assessment and competition with maps will be employed to help students find and explore more authentic objects related to learning topics in more places, we hope the quantity and quality of learning records will also be improved as well. Furthermore, we also investigate the smart mechanisms like learning strategy recommendation to enhance problem solving skills. The third year, our questionnaire design is not only for investigating user perception toward the usefulness of our proposed smart mechanism to authentic contextual learning but also for sustainability and scalability, which indicate whether learners can sustain learning motivation and do more authentic exploring and learning. The questionnaire design is promising for authentic contextual learning with smart mechanisms since authentic contextual learning can extend traditional education objectives of only considering cognition development or learning achievement to think more other aspects like healthy and happy learning as well. Therefore, the aim of our questionnaire design is to measure user perception toward usefulness, motivation, happiness and health to use our proposed approach continuously. Hopefully they can have healthy and happy learning with satisfaction, thereby increasing their motivation to continue learning anytime anywhere. |
