中文摘要
由於數位學習環境並非透過老師面對面的授課與引導，因而除了學習者必須要主動的學習外。更需要有良好的教材引導，避免產生學習者迷失、完善的知識結構整合等。因此，如何藉由數位學習平台提供有用的知識概念圖，以引導迷失的學習者快速找到合乎個人需求之知識。雖然概念圖在教育上可用以表達知識結構及診斷學生迷失，但多數學習概念圖的建構需透過領域專家或教育學者之建議以建構學習概念，而且知識擷取過程相當冗長費時。
因此，如何快速有效率的建構學習者的概念圖為推動數位學習之重要研究議題。本研究設計Association Rules for Concept Map演算法，並實際開發一套智慧型概念診斷系統(Intelligent Concept Diagnostic System, ICDS)，提供教師快速建構學習者之概念圖，以即時診斷學習者的學習障礙與迷思，藉由「適性化補救學習路徑 (Adaptive Remedial-Instruction Path ; ARIP)」演算法，可依照不同受測者的迷失概念，由系統自動建立適性化補救學習路徑提供學習者參考。
本研究發現「中分群」與「低分群」學習者透過適性化補救學習路徑引導後有顯著的進步。因此，本研究根據概念圖對學習成效所作的研究結果作為理論基礎，進一步探討影響數位學習的學習成效和接受度之相關文獻，以建構數位學習環境的接受度因果模式，此模式包含教材內容、概念圖、自發互動性、學習成效和接受度五個潛在變項及20 個觀察指標。最後，利用結構方程模式(SEM)統計分析方法，分析254位學習者的問卷，以驗證學習者對於數位學習之接受度模式。

Abstract
In a non-synchronous e-learning environment, owing to the lack of instruction and guidance by a real teacher, learners must take the initiative to learn. However, if the teaching materials are poor, learners face the three problems of：control of learners, disorientation, and cognitive overload in the e-learning environment. Therefore, providing a useful concept map through an e-learning system to guide the confused learners to find the knowledge they need is an important issue of promoting e-learning.
The concept map proposed by J.D. Novak is a good tool to portray knowledge structure and to diagnose students’ misconception in education. However, most of the learning concept maps have to be constructed through the suggestions of experts or scholars in related realm. It is really a complicated and time-consuming knowledge acquisition process.
The study proposed to apply the algorithm of Association Rules for Concept Map to develop an Intelligent Concept Diagnostic System (ICDS). It provides teachers with constructed concept maps of learners rapidly, and enables teachers to diagnose the learning barriers and misconception of learners instantly. The best Adaptive Remedial-Instruction Path (ARIP) can be reached through the algorithm of RIP suggested in this study.
First, according to the finding of this study, “medium-score cluster” and “low-score cluster” had significant improvement after using the guides of adaptive remedial-instruction path. Therefore, the finding of the effect of the concept map is used as the basis of theory in this study. The literature review in relation to the variables of e-learning effect and the acceptance causal model of the concept map is further explored. The construct of the e-learning acceptance causal model consists of five potential variables and twenty observing indices. The five potential variables are the content of teaching materials, the use, the interaction, the leaning effect, and the acceptance of the concept map. Finally, the structural equation modeling is applied to collect the data of 254 senior high students who studied program languages. The data is applied to construct the learner’s acceptance causal model of e-learning.

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