| Summary: | 碩士 === 中原大學 === 資訊工程研究所 === 94 === Because of the speed development of Internet and computer science, virtual classrooms on Internet provide more various assistant tools for the traditional classroom. These assistant tools, such as learning feedback and learning diagnosis, could help teachers managing student’s learning status and give students more efficient information when they finish a stage of learning. In short, these learning techniques applied in e-learning platform are used for enhancing the learning effect of students.
This thesis proposed a method for modeling the learning process of students. Petri net is used for presenting the process of learning activities. A feedback service module is also designed in this research. The feedback service gives two types of feedback function. One is basic feedback function, which sends basic learning information to students, such as learning activity name, activity time, and so on. The other is advanced feedback function, which not only supports basic learning information but also offers part of learning material data.
To make this feedback service easy for teachers to operate, a friendly interface is important in the system design aspect. The learning planner is developed for this purpose and has a control panel for managing parameters in both learning process and feedback service. This learning planner could help teachers operating feedback services of different learning activities and give students information about their learning progress.
In the end, this learning process model with feedback service is experimented and integrated with misconception diagnosis as the advanced feedback information. The main purpose of this experiment is to analyze if the feedback is effective to students and which kind of feedback function is suitable for different grades of students. The analysis method used in this research is T-test, which is used for verifying the effect of feedback; and partial ordering graph, which is used to observe the result of the data tested by T-test.
Two major results are found in these analyses. One is that the effect of feedback would be more notable when the feedback service is given continuously. The other shows that the two types of feedback function, the tips of basic feedback and the diagnostic misconception of advanced feedback, have different effect to students of different grades.
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