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題名：輔助英語閱讀與聽力之適性化行動學習系統發展與評估
作者：許靜坤 引用關係
作者(外文)：Ching-kun Hsu
校院名稱：國立臺南大學
系所名稱：數位學習科技學系博士班
指導教授：張智凱
學位類別：博士
出版日期：2012
主題關鍵詞：閱讀註記；個別學習；合作學習；適性學習；字幕；行動學習；專家系統；collaborative learning；individual learning；expert system；reading annotation；caption；adaptive learning；mobile learning
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本論文開發及評估了兩套行動學習系統，以適性化輔助學生改善英語閱讀理解和英語聽力訓練。在閱讀方面，本論文所提出的適性化行動輔助閱讀學習系統包含個人及合作閱讀註記功能，以及閱讀教材推薦功能，然後經由3個階段的測試。第一，在沒有提供閱讀教材推薦功能的情況下，學生閱讀統一的教材，實驗探討學生使用PDA分享閱讀教材並進行外語字彙註記共享成果，結果發現2、3、4人異質小組的合作閱讀理解程度顯著優於個人閱讀。第二，反之在沒有提供閱讀註記功能的情況下，測試本論文採用專家系統方法所開發的英語閱讀推薦功能，經比對推薦結果確定推薦正確率達到九成以上，而且實驗發現學生擁有適性化閱讀教材時有較佳的學習動機。第三，本論文測試結合行動閱讀註記功能與閱讀教材推薦功能，在此機制下變成只有具有相似喜好與閱讀理解程度的同質性學生，才會被系統指派到閱讀同一篇文章。有同一篇閱讀教材的學生始能合作閱讀，本論文比較了適性化行動個別閱讀、非適性化行動個別閱讀、與適性之同質小組合作閱讀之理解成效，發現適性化行動個別與合作閱讀理解皆表現優於非適性化行動個別閱讀，而且認知負荷減輕。以上三個階段的閱讀試驗，都有進行科技接受模式問卷調查。在聽力方面，本研究為了事先確認臺灣學生看影片時對於字幕的依賴程度，因此使用眼動儀分析學生觀看影片期間注視的焦點，結果發現超過七成的學生習慣將注意力放在字幕。本研究對字幕進行難度分級過濾處理，藉由留下較難或學習目標須學習的單字、隱藏容易的字彙，來提供學生適性的聽力訓練環境，研究發現隱藏部份字幕的聽力理解程度可達到和全字幕一樣，省略的字彙則讓學習者於訊息處理時沒有文字輸入，無法依賴眼睛讀取單字，促進學生接收與練習適應所熟識字彙的連音、省略音或重音等等；反之，顯示不熟稔的單字來讓學生眼睛讀取，可幫助學生辨認所聽到的是哪一個英語字，以免因為許多不同英語字彙發音相近，而造成聽者混淆，進而影響聽力理解。由於人類短暫記憶體之限制，因此本論文統計了過濾後字幕少於等於5、7、9個字彙之百分比，發現影片樣本有超過98%使用2200常用字過濾後，剩下字數不會超過短暫記憶限制。最後，本論文實驗來比較全班統一字幕過濾程度和個別適性字幕之可用性、使用滿意度、愉悅性和學習動機，發現兩者可用性相近，但是使用個別適性字幕的學習滿意度和愉悅性顯著較高，內在學習動機也較高。總結，本論文提出整合行動閱讀註記功能和閱讀教材推薦功能之適性化行動輔助閱讀學習系統，以及藉由分級字幕過濾發展適性化行動輔助聽力學習系統，帶給學生個人化以及隨時隨地的學習機會。
The dissertation developed and evaluated two mobile learning systems. One was used to support English reading. The other one was utilized to assist English listening. In terms of reading, the dissertation proposed a mobile learning system for adaptively assisting English reading. The system integrates the individual or collaborative reading annotation function with the reading material recommendation mechanism. Three experimental stages were conducted to evaluate the effects on individual reading and collaborative reading. Firstly, students read identical reading materials without reading recommendation mechanism in the experiment. They were assisted by the instant and shared reading annotation function. The experimental results indicated that those students who were heterogeneously grouped into twos, threes, and fours had significantly higher levels of reading comprehension than individual students, but those grouped into fives did not. Secondly, the dissertation evaluated the reading material recommendation function which was developed by an expert system method. In the experiment, the students read the material recommended by the system without using the reading annotation function. The accuracy of recommendation results is higher than ninety percent. The experimental results found the students had higher learning motivation when the students read adaptive reading materials. Thirdly, the dissertation assessed the integration of the mobile-assisted reading annotation function with the reading material recommendation mechanism. Only the students who had similar preferences and reading comprehension proficiency were recommended the same reading materials. The students should have the same reading materials when doing collaborative reading. Therefore, the collaborative group is homogeneous. The dissertation compared the reading comprehension of individual reading adaptively and non-adaptively with the reading comprehension of homogeneously collaborative reading. The experimental results showed that mobile-assisted individual or collaborative English reading adaptively had better reading comprehension and lower cognitive loads in comparison with the reading comprehension and cognitive loads of the non-adaptively individual reading. As for English listening, the dissertation confirmed the captions dependence of Taiwanese students by using eye-movement tracking machine to analyze the fixation targets of eyes when the students watched movies. The experimental results noted that more than seventy percent of the students are used to gaze and put their attention on captions. The dissertation processed the video captions by filtering and hiding the easier words but showing the harder words to carry out adaptive English listening learning on mobile devices. In addition, the experimental results found that the listening comprehension of the students using partial hidden captions was similar to the listening comprehension of the students using full captions. The hidden words avoid the students inputting information through reading text from eyes. The perception processing of ears becomes important so as to adapt the students to the features of reduced forms, assimilation, elision, and so on. On the contrary, unfamiliar vocabulary which was shown in the video captions so as to be read by the eyes of the students would assist students to recognizing the vocabulary they heard and prevent the students from confusing the vocabulary they heard with other words having similar pronunciation. Due to the limitation of human working memory, the dissertation calculated the percentage of the sentences which were filtered and had the left words fewer than or equal to 5, 7, 9 words. The test results of the 30 video samples showed that more than ninety-eight percent of sentences did not surpass the limitation of working memory after filtering the highest frequently used 2200 words from captions. Finally, the dissertation conducted an experiment to compare the effects of the identical caption-filtering and personalized caption-filtering on system usability, perceived satisfaction, enjoyment, and learning motivations. The experimental results indicated that the students had higher enjoyment and satisfaction with the personalized captions when watching videos to train English listening, resulting in higher intrinsic learning motivations. In conclusion, the dissertation proposed the integration of mobile-assisted reading annotation function with the reading material recommendation mechanism to adaptively assist students reading on mobile devices, and implemented a personalized mobile-assisted English listening learning system by an adaptive caption-filtering approach. The effects of the two mobile learning systems were also discussed in the dissertation.
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