| Summary: | 碩士 === 國立屏東科技大學 === 資訊管理系所 === 96 === To exploit E-Learning website in terms of adaptation has become an imperative domain of research these years. Adaptive E-learning website could facilitate users to find eligible learning sources and learning interfaces consisted with user’s characteristics, but if it is not applied with professional techniques of website development and introduced with applied mechanics in the process of building such kind of websites, it won’t be able to provide well adapted learning interface. Therefore, the study would suggest a set of integral skeleton for building such kind of websites, and embark on 4 stages of explorations, including (1) profoundly contemplating the explored questions, (2) laying out and building up the adaptive E-learning websites, (3) carrying out adaptive E-learning (4) evaluating the effects of such kind of learning. The E-learning websites developed by the study would mainly based on Brusilovsky’s techniques of adaptive presentation and adaptive navigation support; scaffolding theory by Bruner, Collins and Dugid; and behaviorism by Skinner.
The subjects for empirical analysis in the study are some Rukai junior school students in certain remote area of Pingtung County who are separated into experimental group and contrastive group by random sampling, while the former uses the adaptive E-learning website developed by the study, the latter uses general E-learning website built by the council of indigenous peoples, Executive Yuan. After four weeks of learning, various learning phenomena of both groups are analyzed by questionnaire, deep interview, learning records and effects. According to the results from analyzing deep interview, it shows that there are differential phenomena in cognition, mindset, motivation, attitude and perception between both groups during the psychic learning process. As to the satisfaction investigated by questionnaire, the students of experimental group are more satisfied than those who in contrastive group. Regarding the results of learning, both groups get significant differentiation between pretest and post-test, but the exam results before and after learning in both groups show no different. The outcome of this study could be a reference for academic researches and practical application.
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