支援實習教師學習與工作的行動學習系統之介面設計與評鑑

Abstract

本研究結合行動科技與學習的特點，設計一款輔助實習教師工作與學習的行動學習系統，並命名為「Adaptive Support System Initiated for Student Teachers，ASSIST」。針對師資生最常遭遇、最希望解決的困難，本研究者設計相對應的輔助功能，包括行事曆、座位表、觀察筆記、省思筆記、留言板以及網路版的討論區等六項功能。在系統發展階段，研究者透過網路蒐集資料、分析相關文獻以及訪談五位師資生，以了解目標使用者的需求，並依據需求分析的結果提出系統的設計概念，發展系統原型。 針對本研究所開發系統的評估分成兩階段：第一次使用者評估包括對13位實習教師做系統測試、問卷調查與焦點團體訪談，結果發現：（1）在系統的整體功能與介面上，受試者皆肯定本系統的功能設計理念，具有流暢的操作介面，且受試者有高度使用系統的意願；（2）受試者認為ASSIST確實能輔助實習工作，也可以促進學習動機。然而受試者也提出許多系統建議修改之處，因此本研究者將行動載具由原本的PDA之Windows Mobile作業系統移至Android手機系統上，以解決大部分師資生所提出之修改建議。第二次使用者評估對讓12位實習教師測試系統並做問卷調查，結果顯示，第一階段使用者評估的大部分問題已解決，第二階段受試者對於系統的滿意度也比第一次評估更高。 本研究建議未來開發類似系統時，可於評估階段加入專家審查、增加受試師資生的樣本數與異質性、延長受試者使用系統時間。亦可考慮建立更完善的資訊分享功能，整合影音、文字、教學資源、教師檢定考試資料的共享，以達到輔助實習教師工作與學習之目的。

The study integrated characteristics of mobile technology with learning to design a mobile learning system called Adaptive Support System Initiated for Student Teachers (ASSIST) to support student teachers’ work and learning. Aiming at the most frequently encountered and reported difficulties and issues, the author designed functions including the calendar function, the seating-arrangement table function, the observation-note function, the self-reflection function, the message-board function, and a web-based discussion forum. To conduct the needs analysis in the design stage, the author inquired student teachers’ opinions online, analyzed relevant literature, and interviewed five student teachers. Then, the author developed a system prototype according to results of the needs analysis. The system evaluation consisted of two user tests. In the first user test, thirteen student teachers were recruited to use the ASSIST, to fill out questionnaires, and to participate in group interviews. The findings indicated (1) that the 13 participants confirmed the usefulness of system functions, the usability of the user interface, and their willingness of using the ASSSIT, and (2) that they believed the ASSIST could assist and motivate student teachers’ learning to teach. The participants also provided various opinions on system revisions. To improve the system design, the system platform was switched from the Windows Mobile 6.1 PDA to the Android 2.3 smart phone. After the revisions, another twelve student teachers were recruited for the second user test. They operated the redesigned ASSIST and filled out questionnaires, and their responses to the questionnaires indicated that most issues raised in the first user test had been resolved. The participants’ satisfaction with the ASSIST in the second user test was higher than their counterparts’ in the first user test. This study suggested that future system evaluation include expert review, recruit more participants with diverse backgrounds, and reserve more time for system operation in user tests. Regarding system functions, researchers may design more adequate information-sharing functions to allow users to share multimedia information, teaching materials, and past exam questions of teacher certification so the designed system can better fulfill needs of student teachers.