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研究生： 江秉叡
Ping-Jui Chiang
論文名稱： 合作學習教學輔助系統開發設計之研究
Design and Development of Cooperative Learning Teaching-Aided Software System
指導教授： 黃世禎
Sun-Jen Huang
口試委員: 盧希鵬
Hsi-Peng Lu
鄒仁淳
Jen-Chuen Tzou
學位類別： 碩士
Master
系所名稱： 管理學院 - 資訊管理系
Department of Information Management
論文出版年： 2020
畢業學年度： 108
語文別： 中文
論文頁數： 89
中文關鍵詞： 問題導向教學法 、合作學習 、智能代理 、聊天機器人 、學習成效
外文關鍵詞： PBL, Effectiveness of Teaching
相關次數： 點閱：586  下載：0 
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  •  上一筆

    • 近年來陸續有研究指出，嚴謹的問題導向教學法課程在高等教育中，教學效果方面呈現出優於傳統教學的效果，是改進學生學習方式與勝任進階課程的重要方法。但是目前在亞洲實施問題導向教學法的合作學習時發現，由於亞洲學生的沉默寡言的個性與合作學習所強調的open communication style是相反的，導致在實施問題導向教學法合作學習時遇到很大的困難，此外，亞洲學生由於不習慣問題討論、合作學習的框架也導致學生在合作學習過程當中的參與率降低。
    研究顯示，智能代理由於具備情境式引導能力，並且可避免與人直接互動的特性有助於提升使用者的互動參與度，因此本研究首先利用合作學習關鍵要素分析學者在合作學習於課堂實施過程中所碰到的問題，透過文獻探討與推論擬定解決的方案後，以智能代理建置架構為基礎提出一套能夠提升合作學習成效的教學輔助系統開發架構與指引，實際於課堂實施合作學習活動之後，以個人測驗與問卷的方式驗證合作學習成效。
    研究結果發現，透過本研究所提出的教學輔助系統，學生認為他們在問題解決的過程當中有更大的動力來尋求問題的解決方案並且展現出比平常更積極的態度；在課程結束後，測驗成績也從班平均71.1分提升至81.5分，藉此證明本研究所提出的教學輔助系統與課程設計有助於提升學生於問題導向教學法合作學習中的互動參與度與合作學習成效。

    In recent years, studies have pointed out that the rigorous Problem-Based Learning teaching method is superior to the Subject-Based Learning teaching method in teaching effect, which is an important way to improve students’ effectiveness of learning.
    However, it is founded that the uncommunicative personality of Asian students is contrary to the open communication style which emphasized by cooperative learning, and some culture factors of Asia lead to some problem while implementing Problem-Based Learning in Asia.
    Other studies found that the intelligent agent has the ability to guide the situation and can avoid direct interaction with people, which helps to improve the user's interactive participation. Therefore, this study first uses the key elements of cooperative learning to analyze the problems encountered by scholars during implementing cooperative learning in course, after designing the solution through literature review, based on the construction architecture of intelligent agent, the study proposed an architecture and guidelines for developing an teaching aid system which can enhance the effectiveness of cooperative learning.
    The results found that, through the teaching aid system proposed by this study, students have a greater motive to seek solutions to problems and show more positive attitude than usual in course. After the course, the class average of test score also increased from 71.1 to 81.5, this proves that the teaching aid system and course design proposed by this study can help to improve the effectiveness of cooperative learning.

    目錄 摘要 I Abstract II 致謝 III 目錄 IV 圖目錄 VII 表目錄 X 第一章 緒論 1 1.1 研究背景 1 1.2 研究動機 2 1.3 研究目的 3 1.4 研究架構 4 第二章 文獻探討 5 2.1 問題導向教學法 5 2.1.1 問題導向教學法的定義 5 2.1.2 問題導向教學法起源 6 2.1.3 問題導向教學法應用於電腦科學領域之應用現況 7 2.2 合作學習 7 2.2.1 合作學習定義 8 2.2.2 合作學習流程 9 2.2.3 合作學習的關鍵要素 10 2.2.4 提升合作學習成效之理論 12 2.3 智能代理 14 2.3.1 智能代理定義 14 2.3.2 智能代理的起源 15 2.3.3 智能代理的現況與應用 17 2.3.4 智能代理應用於教學現況 18 2.3.5 智能代理建置架構 19 第三章 研究方法 21 3.1 研究流程 21 3.2 合作學習教學法問題彙整與分析 21 3.3 合作學習教學法解決方案設計 23 3.4 合作學習教學法流程設計 25 3.5 合作學習教學輔助系統之需求分析 28 3.6 合作學習教學輔助系統設計架構 31 3.6.1 學生端系統架構 31 3.6.2 教師端系統架構 33 3.7 合作學習教學輔助系統設計 34 3.7.1 合作學習教學輔助系統之資料庫設計 34 3.7.2 合作學習教學輔助系統教師端系統設計 38 3.7.3 合作學習教學輔助系統學生端系統設計 41 3.8 系統環境與技術 46 3.8.1 開發環境 46 3.8.2 程式語言 47 3.8.3 資料庫 47 3.8.4 LINE Message API 48 3.8.5 Dialogflow 49 3.8.6 AZURE 50 第四章 系統展示與驗證 51 4.1 系統功能與展示 51 4.1.1 註冊階段 51 4.1.2 課前預習階段 52 4.1.3 個人測驗階段 54 4.1.4 分組階段 58 4.1.5 問題分發階段 61 4.1.6 問題分析階段 63 4.1.7 合作討論階段 64 4.1.8 組間評論階段 65 4.1.9 展示階段 66 4.2 課程設計 67 4.3 問卷設計 70 4.4 問卷調查結果 71 第五章 結論與建議 82 5.1 研究結論 82 5.2 研究限制與未來研究 83 5.2.1 研究限制 83 5.2.2 未來研究 83 參考文獻 85 圖目錄 圖 1、研究流程 5 圖 2、Hmelo-Silver所提出的合作學習流程 9 圖 3、智能代理ELIZA 16 圖 4、智能代理服務流程 19 圖 5、智能代理架構 20 圖 6、教學流程 26 圖 7、合作學習教學輔助系統學生端設計架構 31 圖 8、合作學習教學輔助系統教師端設計架構 33 圖 9、合作學習教學輔助系統之資料庫實體關聯模型 35 圖 10、教師端學生查詢模組之循序圖 38 圖 11、教師端合作學習問題模組之循序圖 39 圖 12、教師端線上教材模組之循序圖 39 圖 13、教師端個人測驗模組之循序圖 40 圖 14、教師端技能調查模組之循序圖 40 圖 15、教師端智能分組模組之循序圖 41 圖 16、學生端智能回覆模組之循序圖 42 圖 17、學生端線上教材模組之循序圖 42 圖 18、學生端個人測驗模組之循序圖 43 圖 19、學生端問卷調查模組 43 圖 20、學生端合作學習模組之循序圖 45 圖 21、Visual Studio 2017 46 圖 22、學生端註冊系統展示 51 圖 23、教師端學生查詢系統展示 52 圖 24、教師端瀏覽學生合作學習答題狀況展示 52 圖 25、教師端線上教材系統展示 53 圖 26、學生端線上教材系統展示 54 圖 27、教師端個人測驗系統展示 55 圖 28、教師端個人測驗結果瀏覽展示 56 圖 29、學生端個人測驗系統展示 57 圖 30、智能分組示意圖 58 圖 31、智能分組演算法 58 圖 32、教師端技能調查系統展示 59 圖 33、學生端技能調查展示 60 圖 34、學生端技能調查系統展示 60 圖 35、教師端智能分組系統展示 61 圖 36、教師端合作學習問題分發系統展示 62 圖 37、教師端合作學習答題狀況 62 圖 38、學生端問題分發系統展示 63 圖 39、學生端問題分析框架推播展示 64 圖 40、學生端合作學習系統展示 65 圖 41、學生端組間評論系統展示 66 圖 42、教師端合作學習成果系統展示 67 圖 43、Q1圓餅圖結果 72 圖 44、Q2圓餅圖結果 72 圖 45、Q3圓餅圖結果 73 圖 46、Q4圓餅圖結果 73 圖 47、Q5圓餅圖答案 74 圖 48、Q6圓餅圖結果 74 圖 49、Q7圓餅圖結果 75 圖 50、Q8圓餅圖結果 75 圖 51、Q9圓餅圖結果 76 圖 52、Q10圓餅圖結果 76 圖 53、Q11圓餅圖結果 77 圖 54、Q12圓餅圖結果 77 圖 55、Q13圓餅圖結果 78 圖 56、Q14圓餅圖結果 78 圖 57、Q15圓餅圖結果 79 圖 58、Q16圓餅圖結果 79 圖 59、Q17結果 80 圖 60、Q18結果 80 圖 61、Q19結果 80 圖 62、Q20結果 81 圖 63、Q21結果 81 圖 64、Q22結果 81 圖 65、Q23結果 81 圖 66、情境式引導模組 84 表目錄 表 1、當前PBL輔助工具彙整 3 表 2、學者提出的合作學習定義 8 表 3、學者提出的智能代理定義 15 表 4、智能代理的應用 17 表 5、教學實踐研究計畫合作學習問題彙整 22 表 6、合作學習教學輔助系統之需求分析 29 表 7、坊間教學輔助系統功能於合作學習中功能缺乏的部分—教師端 30 表 8、坊間教學輔助系統功能於合作學習中功能缺乏的部分—學生端 30 表 9、資料庫實體關聯模型對照表 36 表 10、LINE Message API功能表 48 表 11、Dialogflow提供的服務 49 表 12、課程設計 68 表 13、問卷設計 70

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