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研究生: 金雅倫
Chin, Ya-Lun
論文名稱: 人工智慧為基之學習輔導技術研發:以身心障礙學生合作問題解決能力發展為例
Research on AI based Technologies for Learning Tutoring: Collaborative Problem Solving Skills Development of Students with Disabilities as an Example
指導教授: 陳裕民
Chen, Yuh-Min
共同指導教授: 朱慧娟
Chu, Hui-Chuan
學位類別: 碩士
Master
系所名稱: 電機資訊學院 - 製造資訊與系統研究所
Institute of Manufacturing Information and Systems
論文出版年: 2020
畢業學年度: 108
語文別: 中文
論文頁數: 151
中文關鍵詞: 人工智慧身心障礙學生合作問題解決數位遊戲式學習機器學習特殊教育
外文關鍵詞: Artificial intelligence, Disabilities, Collaborative Problem-Solving, Digital Game-Based Learning, Machine Learning, Special Education
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  • 合作問題解決能力為現代公民不可或缺的技能。身心障礙學生因身心特質,普遍具有同理心低落、認知受限、社會互動技能發展遲緩與不足的現象,導致難以主動與人開啟對話、維護與瞭解雙方互動,因而不易發展有意義的社交關係,也造成合作問題解決能力不足。
    資料科學(Data Science)與人工智慧蓬勃發展,並被廣泛運用在許多領域且有相當成效,也帶動了「智能化」的思維。依據資料科學之方法,將數位學習智能化,進行更深層的分析與決策,給予學生更即時、適性的輔導與支持,為當前數位學習之趨勢。
    相對於一般學生,身心障礙學生對合作問題解決技能的學習與適性化學習輔導,有更高的需求。本研究參考資料科學之概念,規劃一整合多項學習理論,適用於身心障礙學生之「合作問題解決能力發展模式」,再針對身心障礙學生即時、適性化輔導的需求,設計「合作問題解決技能學習輔導模式」,依此模式,運用機器學習技術,開發學習監控、能力分析、決策、輔導、能力追蹤與優化等機制,並開發「數位遊戲式合作問題解決技能學習輔導平台」,提供合作問題解決學習情境案例與輔導,在學生的學習過程中,給予適性化的輔導,提高學習成效。
    本研究以國小三年級至六年級身心障礙學生為對象,於此「數位遊戲式合作問題解決技能學習輔導平台」進行實驗,利用單一個案研究方法進行實驗與後續分析,檢驗此一合作問題解決學習輔導模式之可行性與有效性。實驗結果顯示學生合作問題解決能力明顯提升,且社會互動行為亦有所增加。同時,依據實驗結果,分析身心障礙學生之社會互動能力與異常行為對其合作問題解決能力之影響,以及合作問題解決技能間之相關性。

    Collaborative problems solving (CPS) skills are indispensable ability for modern citizens. Due to physical and mental characteristics, students with disabilities generally have low empathy, limited cognition, and slow and insufficient development of social interaction skills, which makes it difficult to initiate dialogue with others, maintain and understand interactions with others, and therefore it is difficult to develop meaningful social relationships. It also causes insufficient ability for CPS skills.
    Data Science and artificial intelligence are booming, and are widely used in many fields with considerable results, and they have also promoted "intelligent" thinking. According to the method of data science, the digital learning is intelligentized, and deeper analysis and decision-making are carried out to give students more immediate and appropriate guidance and support. This is the current trend of digital learning. Due to the high heterogeneity of physically and mentally handicapped students, it is even more necessary to provide appropriate learning guidance in response to individualized differences.
    This research reference the data science concept, designing a "CPS Ability Learning Tutoring Model", using machine learning technology to develop learning monitoring, ability analysis, decision-making, tutoring and optimization mechanisms, and developing a "Digital Game-Based Learning Tutoring Platform", to provide appropriate guidance and improve learning effectiveness. Finally, this experiment is to verify its effectiveness and feasibility of this "CPS Ability Learning Tutoring Model".

    摘要 I Abstract II 誌謝 VI 目錄 VII 表目錄 X 圖目錄 XIII 第一章、緒論 1 1.1研究背景 1 1.2研究目的 3 1.3問題分析 3 1.4研究項目與方法 4 1.5研究步驟 6 第二章、文獻探討 9 2.1研究領域探討 9 2.1.1身心障礙學生之特質、社會互動能力、學習問題 9 2.1.2身心障礙學生之合作問題解決技能 11 2.1.3數位遊戲式學習 12 2.1.4概念地圖 13 2.1.5精熟學習 15 2.2應用技術與方法 16 2.2.1人工智慧應用於數位學習 16 2.2.2資料科學 17 2.2.3關聯規則與探勘 18 2.2.4簡單貝氏分類器 21 2.3類似研究探討 23 2.3.1合作問題解決 23 2.3.2適性化數位學習系統 27 2.3.3學習方法分析 27 第三章、學習輔導模式設計 29 3.1合作問題解決能力影響因素 29 3.2 CPS技能與問題行為輔導項目架構 30 3.2.1合作問題解決技能之輔導項目架構 30 3.2.2合作問題解決之問題行為輔導項目架構 32 3.3合作問題解決能力學習輔導模式 33 第四章、學習輔導平台設計 37 4.1學習輔導平台架構設計 37 4.1.1代理人架構 38 4.1.2學習分析與輔導架構 40 4.2合作問題解決學習活動設計 41 4.2.1合作問題解決情境式任務設計 42 4.2.2合作問題解決互動行為設計 44 4.2.3雙人合作問題解決任務設計 45 4.3情境式教學課程與適性化輔導課程設計 47 4.3.1情境式教學課程設計 47 4.3.2適性化輔導課程設計 51 4.3.3合作問題解決技能課題設計 56 4.4輔導策略設計 56 第五章、學習輔導技術開發 69 5.1學生模型設計與建構 69 5.2能力地圖建構 73 5.2.1合作問題解決能力地圖 73 5.2.2能力教學程序規劃 81 5.3適性化輔導課程決策方法 83 5.3.1特徵建構 84 5.3.2簡單貝氏分類器訓練 85 5.3.3分類器正確性評估 86 5.3.4輔導課程決策與使用 88 5.4精熟度評估 93 5.4.1技能追蹤模型 93 5.4.2技能精熟度評估與應用 94 第六章、實驗驗證與分析 98 6.1實作環境 98 6.2實驗與分析 99 6.2.1研究對象 99 6.2.2實驗設計 100 6.2.3分析方法 103 6.2.4分析結果 104 第七章、結論與討論 128 7.1結論 128 7.2建議與未來方向 129 參考文獻 131 附錄一:學習風格量表 145 附錄二:思考風格量表 149

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