| 摘要: | 雖然幾何和英語是學校的兩門重要學科，與現實生活密切相關，但學生們在真實的環境中學習這兩門學科的機會仍然很少。此外，隨著先進技術的推動，"教育智能"成為一個有前途的研究問題，特別是真正的上下文學習（ACL）學科的智能。然而，在幾何學和英語的真實語境中解決智能學習的研究仍然缺乏。因此，本研究提出了一個智能ACL框架工作，並分兩個階段實施該研究，第一階段專注於ACL，第二階段專注於幾何和英語的智能ACL。本研究中的智能ACL框架從三個維度進行了考慮：個性化，情境化和社會化。擬議的框架旨在支持學生在地方和全球層面的認知方面的學習，該框架的實施正處於研究的第二階段。在第一階段，泛在幾何（UG）應用程序和泛在英語（UEnglish）被開發出來，讓學生在真實的環境中應用和練習幾何和英語。本研究的重點是在ug和UEnglish的支持下，真實環境下的學習行為對學習成就的影響。研究了學習行為與學習成果之間的關係. 真實情況下的測量可以激發學生的積極性，提高他們的幾何和英語學習。第二階段，在提出的智能ACL框架的基礎上，開發了SmartUG應用程序和SmartUEnglish應用程序，通過豐富ACL的經驗，巧妙地支持學生鞏固學習。智能應用程序提出了四種智能機制，包括方向指導、學習進度、對象識別和答案反饋。智能機制旨在指導學生在真實的環境中巧妙而有意義地測量和應用幾何。 SmartUEnglish應用程序的智能機制設計考慮了靈活，可持續和適應性的對話，以提高英語口語和詞彙資源。結果表明，學生從建議的學習系統中受益，他們對他們以及真實環境下的學習活動表示高度滿意。基於所提出的智能ACL框架，未來的研究可以考慮實施更多的智能機制來支持真實環境中的學習。;Although geometry and English are two important subjects in school and strongly related to the real life contexts, students still had few chances to learn these two subjects in authentic contexts. Moreover, with facilitation of advanced technologies, ‘smart in education’ become a promising research issue, especially smart for authentic contextual learning (ACL) discipline. However, there was still lack of studies addressing smart learning in authentic context for geometry and English. Therefore, this study proposed a Smart ACL frame work and implemented the study in two stages, stage one focus on ACL, stage two focus on Smart ACL for Geometry and English. The Smart ACL framework in this study was considered in three dimensions: Personalization, Contextualization, and Socialization. The proposed framework aimed to support students’ learning in terms of cognition at Local and Global level and the implementation of the framework was at the stage two of the study. In stage one, ubiquitous geometric (UG) app and ubiquitous English (UEnglish) were developed and allowed students to apply and practice geometry and English in authentic contexts. This study focused on the influence of learning behaviors in authentic contexts on learning achievement with UG and UEnglish support. Furthermore, the relationship among learning behaviors and learning achievements were investigated. The measurements in real situation could stimulate students’ motivation and improve their geometry and English learning. In the second stage, based on the proposed Smart ACL framework, SmartUG app and SmartUEnglish app were developed to support students smartly to consolidate their learning through enriching experience in ACL. There were four smart mechanisms proposed for SmartUG app including direction guidance, learning progress, object recognition and answer feedback. The smart mechanisms aimed to guide students in measuring and applying geometry smartly and meaningfully in authentic contexts. The smart mechanisms in SmartUEnglish app were designed with considering flexible, sustainable and adaptive conversations to improve English speaking and lexical resources. The results showed that students benefited from the proposed learning systems and they expressed high satisfaction toward them as well as the learning activities in authentic contexts. Based on the proposed smart ACL framework, future studies could consider to implement more smart mechanisms to support learning in authentic contexts. |
