探討多媒體註記工具應用於程序性知識的學習; Reasearch on the learning effect of multimedia annotation tool applied to procedural knowledge

NCUIR > College of Electrical Engineering & Computer Science > Executive Master of Computer Science and Information Engineering > Electronic Thesis & Dissertation > Item 987654321/8732

Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/8732

Title:	探討多媒體註記工具應用於程序性知識的學習;Reasearch on the learning effect of multimedia annotation tool applied to procedural knowledge
Authors:	潘淑靜;Shuw-Jinq Pan
Contributors:	資訊工程學系碩士在職專班
Keywords:	數位學習;程序性知識;線上註記;e- learning;procedural knowledge;online annotation
Date:	2006-06-16
Issue Date:	2009-09-22 11:33:45 (UTC+8)
Publisher:	國立中央大學圖書館
Abstract:	本研究旨在探討多媒體線上註記工具『Vpen虛擬筆』應用於「程序性知識」（即『電腦軟體應用丙級技能檢定』術科部份）的學習成效。『電腦軟體應用丙級技能檢定』術科的課程授課時間長達一年之久，如何在學習過程中提供學生一個良好的學習環境及良好的學習輔助工具是很重要的。『Vpen虛擬筆』的註記功能可以幫助同學記錄平時上課與練習過程中的點滴重點，編輯一本屬於自己的網路筆記本，並且可以與網路上的數位教材相結合，便於日後的學習與複習。在研究實驗的過程中加入不同的學習活動（個別註記、個別作業、分組作業與群組作業），讓學生進行知識的管理與知識分享。師生的互動在學習過程中也是很重要的，藉由一次的線上平時考試，配合老師的線上批改，及學生的線上訂正，讓學生更清楚的知道自己錯誤的部份，以利補救學習。研究結果發現：（1）學生個別註記量與學習成效有關，與過去應用於「敘述性知識」的結果相同。（2）學生的作業解題量與學習成效有顯著關係。（3）師生間的互動方式所得到的學生考試訂正量與學習成效是有相關性的。（4）多數的同學樂於使用『Vpen虛擬筆』進行各項學習活動。尤其有90%的同學認為「文字註記」的功能對他們的學習是最有效的。（5）線上註記活動雖受到多數同學的肯定，但因受限於使用環境的不足，每週使用電腦操作的時間約只有兩小時，故有部份同學無法順利完成註記。（6）作業中加入除錯題及觀念與技巧的整理題型對學生的學習是有幫助的。 The main purpose of this thesis is to reasearch on the learning effect of multimedia online annotation tool,Vpen(virtual pen), applied to procedural knowledge (ie The Thrid Level of Computer Software Application Technicians). This course takes as long as one year to complete. How to provide students with a good learing environment and an excellent auxiliary learning tools during the whole learning process is very important. Vpen’s annotation function enable students to note down every key point during class and practice session, help students edit their own web-notebook and can be combined with online digital teaching material, facilitating students learning or reviewing afterwards. Different learing activities─individual annotations, homework, group work and team work─were added to the experimental phase, thus assisting students to engage in the management and share of knowledge. Furthermore, the interaction between the teacher and students is important as well. By conducting online quiz, along with teacher’s online-grading as well as students’ online correction, students are more aware of their errors, which is good for remedial learning. This research has shown the following six results: (1) The amount of students’ individual notes is related to the learning effect, an identical result when applied to “declarative knowledge” in the past. (2) The amount of homework done by students and learning effect are significantly correlated. (3) The amount of students’ test correction gained from the interaction between the teacher and the students is correlated to students’ learning effect. (4) Most of the students are delighted to use Vpen for engaging in different varity of learning activities. 90% of them ,in particular, regard the function of “comment annotation “as the most effective to their learning. (5) Though the online-annotating is highly recognized by most of the students, some of them are still unable to finish annotating due to such physical confinement as time limit─students can only have two hours of computer operation weekly. (6) For students learning, it is helpful to add debug problems and some questions classified according to conception and skill.
Appears in Collections:	[Executive Master of Computer Science and Information Engineering] Electronic Thesis & Dissertation

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