| Summary: | 博士 === 國立成功大學 === 工程科學系 === 104 === With the advancement of mobile networking technology, teachers have introduced portable devices and mobile community networks to their method of instruction, so that learners can study at any time and at any place. Mobile learning enhances the learning effectiveness of learners, but the various personalities and learning attitudes of learners often lead to different learning directions and progression. The objective and challenge of this study are how to monitor the learning motivation and effectiveness of learners and to provide them with suitable learning resources or information so that they can interact with learning communities in reality. Therefore, this study used the mobile learning theory to establish an online learning environment in which the tools of the mind were applied to make learning knowledge maps, and an online mobile learning system was employed to share the achievements of learning among peers. The concept maps were studied and shared so as to constantly trigger the learning motivation of learners, so that they could choose the appropriate learning direction and progress according to their own learning, achieve interactive learning with peers, and avoid bottlenecks in their learning. A system assisted by TF-IDF (term frequency-inverse document frequency) was also designed to automatically generate sharing concept maps of keywords in the chapters of the textbooks. Aside from displaying whole paragraphs where the keywords were extracted, the concept maps were equipped with hyperlinks that could quickly lead users to the pages and paragraphs where the keywords were presented. It is hoped that the combination of the keyword concept maps and the mobile community networks will show what keywords students are interested in and willing to learn, so as to improve their reading comprehension. In the experiment analysis, the quantitative analysis and qualitative assessment of the questionnaire with three dimensions - usability, ease of use, and interactivity - showed that there was a significant increase in the learning motivation and effectiveness of learners. It was also demonstrated that mobile communities could be easily applied to recommend knowledge according to learners’ interest, which changed with time.
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