标题: | 合作式角色扮演学习架构之设计 The Design of Collaborative Role-Playing Learning Scheme |
作者: | 卓立□ Li-Hao Cho 曾宪雄 Shian-Shyong Tseng 资讯科学与工程研究所 |
关键字: | 角色扮演;游戏;数位学习;评量;资料探勘;多阶段图;role playing learnning;game;e-Learning;assessment;data mining;multi-stage graph |
公开日期: | 2007 |
摘要: | 传统上对于自然科学领域科学教育的学习,如何评量“问题解决能力”或是“科学探究能力”是一个很有挑战性的问题,而评估较简单的科学的知识则是依赖于纸笔测验。在本篇论文中,我们的目标是建立一个角色扮演学习平台–“The Banana Farm(香蕉农场)”,来透过合作式的水果种植和销售环境,来强化对自然科学知识理解的学习。为了要达到评量的目的,我们的想法是根据一个多阶段图来设计学习平台不同阶段的互动剧情,而在其中的每一个顶点代表学生的动作和决策评估过程。因此,在多阶段图上的不同路径选择可以视为科学探究的过程。另外,由于可以重复解决发生的事件,所以在同一阶段可以有自身的回圈表示可以执行很多次,此外,由于要记录环境状态与改变可选择决策,某些路径上会有规则且有一个额外的暂存记忆体,因此,我们提出一个改良式多阶段图透过学生选择不同的路径来帮助科学探究的评量;接下来,我们提出一个合作式学习模式 探勘演算法来探勘学生不同的选择路径以找出学生常见的互相合作的行为与模式,最后,我们找了47 组国中程度的学生来做实验,找到四种不同的合作模式并讨论其结果。 Traditionally, the assessment of the high level knowledge about science such as problem solving or inquiry process is a challenging issue. In this thesis, we aim to develop a Role-Playing Learning platform called “The Banana Farm” to support the assessment of the nature science learning with collaborative fruit planting and marketing scenario. Traditionally, the assessment of the knowledge about science is relied on the Paper-and-Pencil Test for primitive knowledge level. To support the assessment for inquiry process, our idea is to design the learning platform based on the multi-stage graph model in which the stages of vertices represent the student’s actions and decision making during the assessment. Thus, the paths chosen to perform can be seemed as the science inquiry processes of them. Since the actions of the same stage may be executed several times for the assessment of problem solving when some event occurs, the model is extended to have self edge. Besides, the environmental status and the effectiveness of the learning objects are also extended by the working status and constraint rules in each stage. Thus, the extended Modified Multi-stage Graph (MMG) is proposed to support the assessment of inquiry process by the portfolio paths chosen in different stages. Next, the portfolio is used for the collaborative behavior mining to discover the students’ frequent collaborative action and interaction patterns during the learning. Combining with the thinking style [18] characteristics of students, the assessment of teams with problem solving and scientific inquiry skills can be obtained. Finally, the experiment on 47 teams from junior high school students has been done and the research shows that four different collaborative behavior patterns has been found and discussed. |
URI: | http://140.113.39.130/cdrfb3/record/nctu/#GT009555532 http://hdl.handle.net/11536/39485 |
显示于类别: | Thesis |
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