利用XAPI開發和評估在真實情境的無所不在幾何學習

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研究生：	楊拉馬 Yan Amal Abdilah
論文名稱：	利用XAPI開發和評估在真實情境的無所不在幾何學習 Development and Evaluation of Ubiquitous Geometry Learning in Authentic Contexts with Experience API
指導教授：	黃武元 Nurkhamid
口試委員:
學位類別：	碩士 Master
系所名稱：	資訊電機學院 - 網路學習科技研究所 Graduate Institute of Network Learning Technology
論文出版年：	2018
畢業學年度：	106
語文別：	英文
論文頁數：	89
中文關鍵詞：	泛在幾何、學習行為、真實任務、多重表徵、同伴評估、體驗API
外文關鍵詞：	Ubiquitous-Geometry, learning behavior, authentic task, multiple representation, peer assessment, experience API
相關次數：	點閱：19 下載：0
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本研究的目的是調查真實學習中學習行為與四年級學生學習成績之間的關係。調查包括行為的質量和數量。在台北三民小學，學生們使用我們的Ubiquitous Geometry（UG）系統學習角度和多邊形。 UG系統利用xAPI規範記錄三種學習行為，如真實測量，註釋和同伴評估。共有53名學生參加本研究，由對照組的27名學生和實驗組的26名學生組成。統計分析表明，實驗組學習成績較好。真實的測量對結果產生了最大的影響。特別是利用鏡頭和陀螺儀傳感器測量仰角和俯仰角。他們多次測量許多物體以滿足學習的需要。另一個發現是繪圖功能是註釋和同伴評估活動中最有價值的功能。學生們使用繪畫功能以不同的表現形式（數字，符號和文本）表達自己的想法。他們為他們的繪畫使用了各種顏色。學生不能從同伴評估中獲益。大多數學生覺得繪畫可以指出誤解的地方。同時，學生評論文本的意義不大。本研究強烈建議利用科技從學習幾何的真實環境中學習。系統應該開發功能來評分行為的品質。這樣可以收集更複雜的數據，並可以在未來的研究中進行更深入的分析。

The aim of this study is to investigate relationship between learning behaviors and learning achievement of fourth grade students in authentic learning. The investigation included quality and quantity of behaviors. In Sanmin Elementary School, Taipei, the students used our Ubiquitous Geometry (UG) system to learn angle and polygon. UG system utilized xAPI specification to record three learning behaviors, such as authentic measurement, annotation, and peer assessment. Total of 53 students joined this study, consisted of 27 students in control group and 26 students in experimental group. The statistical analysis showed that experimental group has better learning achievement. Authentic measurement contributed the biggest effect for the result. Especially, measuring angle of elevation and depression which utilize camera and gyro sensor. They measured many objects several times to fill their satisfaction in learning. Another finding is that drawing feature is most valuable feature in annotation and peer assessment activities. Students used drawing feature to express their ideas in different representations (figures, symbols, and texts). They used various colors for their drawing. Students can not benefit much from peer assessment. Most of students commend drawing were circles that pointed out misconception. Meanwhile, students comment texts were less meaningful. This study strongly recommends utilization of advance technology to learn from authentic contexts for learning geometry. System capability to score behaviors’ quality should be developed. So that more complex data can be collected and deeper analysis can be conducted in the future studies.

中文摘要    V
Abstract    VI
Acknowledgement    VIII
Table of Contents    IX
List of Figures    XII
List of Tables    XIII
List of Appendix    XIV
1. INTRODUCTION    1
1-1 BACKGROUND    1
1-2 PURPOSE    4
2. LITERATURE REVIEW    5
2-1 AUTHENTIC CONTEXTS    5
2-2 UBIQUITOUS GEOMETRY LEARNING    6
2-2-1 Framework of Ubiquitous Geometry    9
2-2-2 Theory of Learning Geometry (Van Heile)    10
2-3 IMPORTANT LEARNING BEHAVIOR    12
2-3-1 Authentic Measurement    12
2-3-2 Multiple Representation (Annotation)    13
2-3-3 Peer Assessment    13
2-4 EXPERIENCE API (xAPI)    14
2-4-1 xAPI Statement    15
2-4-2 Learning Record Store LRS    16
2-5 MEASURING STUDENTS’ PERCEPTION TOWARD TECHNOLOGY    17
2-6 MEASURING STUDENTS’ LEARNING MOTIVATION    18
3. UBIQUITOUS GEOMETRY SYSTEM DESIGN    20
3-1 Authentic Context    20
3-2 Learning Activities    20
3-2-1 Basic Angle (school curriculum)    20
3-2-2 Advance Angle (additional topic)    21
3-2-3 Peer Assessment    23
3-3 Seamlessness    23
4. RESEARCH METHOD    24
4-1 TYPES OF RESEARCH    24
4-2 RESEARCH ARCHITECTURE AND RESEARCH VARIABLES    24
4-2-1 Control Variable    25
4-2-2 Independent Variable    25
4-2-3 Dependent Variable    25
4-3 RESEARCH PROCEDURE    27
4-3-1 Preparation    28
4-3-2 Data Collection    29
4-3-3 Result    30
4-4 RESEARCH SUBJECTS    31
4-5 DATA COLLECTION AND PROCESSING    31
4-5-1 Learning Behavior    31
4-5-2 Learning Achievement    32
4-5-3 Students Perception toward UG System    32
4-5-4 Students Motivation in Authentic Learning    33
4-5-5 Interview    33
4-6 DATA ANALYSIS TECHNIQUE    33
5. RESULT AND ANALYSIS    34
5-1 LEARNING EFFECTIVENESS    34
5-2 RELATIONSHIP BETWEEN LEARNING BEHAVIORS AND LEARNING ACHIEVEMENT    37
5-1-1 Based on Quality of Student’s Learning Behavior    37
5-1-2 Based on Quantity of Student’s Learning Behavior    43
5-3 STUDENTS PERCEPTION TOWARD USING UG SYSTEM IN AUTHENTIC LEARNING ENVIRONMENT    48
6. CONCLUSION AND SUGGESTION    50
6-1 CONCLUSION    50
6-2 SUGGESTION    51
REFERENCES    53
APPENDIX    57
                                

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