Development of a Student Learning Guidance System based on Concept Effect Relationships with Multi-Knowledge Levels

[[abstract]]在學習過程中，評估與測驗是非常重要的一環，它不僅顯示出學生的學習成效，也對診斷學生的學習障礙提供有用的線索。在遠距學習環境中，由於學生的自主性提昇，相對的遭遇各種學習障礙的複雜度亦可能增加，除了加強教材內容之外，更需要有效的提供學習指導；因此，如何建立一個有效的網路測驗與診斷系統，來協助學生克服障礙，提高學習成效，是一個值得重視的問題。過去已有學者提出了概念對學習效果的影響關係，並配合測驗結果進行學生個別的學習導引。然而，以往在概念影響關係的建構過程中，並未考慮一個概念中可能包含多個不同難度的知識階層，而這些知識階層中，甚至可能打破過去概念之間的順序關係，使各概念中的知識階層間產生新的先後順序，也將導致學習診斷結果產生改變；而學習導引的精密程度的不足，將不易使學習者聚焦在真正的問題所在，而耗費學習效率。因此，在本論文中，我們嘗試建立一套多知識階層概念影響關係模式，並提出學習導引演算法，以透過更精確的導引，確實發現學習者的問題所在，提昇學習者的學習效率。同時，我們以國小數學課程進行實驗目標，來驗證本模式的成效，並獲得滿意的結果。[[abstract]]In recent years, researchers have attempted to develop more effective programs to test and enhance the learning performance of students. However, conventional testing systems simply give students a score, and do not give them the opportunity to learn how to improve their learning performance. Students would benefit more if the test results could be analyzed and hence advice could be provided accordingly. Although researchers have proposed some learning guidance methods, they ignore the fact that one concept might contain different knowledge levels. To more precisely provide learning guidance to individual students, this study proposes a multi-knowledge level concept effect model for diagnosing student learning problems and providing learning suggestions. Experimental results on the mathematics courese of an elementary school mathematics course have demonstrated the effectiveness of the innovative approach.[[note]]碩