| Summary: | 碩士 === 國立暨南國際大學 === 資訊管理學系 === 92 === In-class tutoring has been the most popular approach for past decades owing to several advantages, such as providing face-to-face interactions among teachers and students, allowing teachers to observe the reactions of students, etc. However, it also reveals several problems, including the difficulty of recording personal learning behaviors, the lack of self-regularity and self-management training for students. As computer and network technologies advent and become popular, computer-assisted instruction systems have been employed by educators and researchers to cope with the problems of in-class tutoring.
In this thesis, we propose a computer-assisted self-regulated learning model to improve student learning performance when employing traditional in-class tutoring. Based on the proposed model, a self regulation assistance system has been developed, which is able to guide students to set up their goals of learning achievements, self-evaluate their achievements, select proper learning strategies, and record personal portfolio. Experimental results show that our novel approach can assist most of the students to enhance their self-regularity abilities during the learning process and provide teachers useful information to improve their tutoring strategies.
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