Establishment and validation of learning stress assessment model

• Main Authors: Yi-Cheng Chiang, 蔣宜成
• Other Authors: 姜琇森
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/gfyf72

碩士 === 國立臺中科技大學 === 資訊管理系碩士班 === 105 === Research suggests that stress is an important factor affecting the learning outcomes. Appropriate stress can stimulate a person to higher performance, increasing your cognitive abilities, and improved working efficiency, but too much stress will have a negative impact on people&apos;&apos;s physical or mental aspects, resulting in poor learning outcomes. However, the effects and tolerance of stress differs from person to person. Therefore, how to assess the degree of stress to find different individuals’ stress tolerance is an important issue. This study develops an assessment model to detect the level of stress for learners by using asymmetric least squares, Butterworth filter and fuzzy C-means clustering (FCM). Moreover, this study also proposes a stress quantization algorithm to evaluate the levels of stress on learners. The quantization of levels of stress is carried out for learners under different brain waves features conditions by using the fuzzy C-means clustering and Min-Max scaling. Two experimental scenarios will be designed: (1) different teaching stress scenarios (laissez-faire teaching, homework and quizzes) × learning outcomes. (2) We will design four learning units, and the content of each learning unit will increase the difficulty in order to detect whether the learner&apos;&apos;s stress tolerance improves with learning process. The study found that there was a significant effect on learning outcomes under different teaching stress scenarios (P<.001). The level of learning stress in homework group and the quizzed group are higher than the laissez-faire teaching group. Compare with other two groups, the quizzed group have a higher willingness to learn programing course and a good learning achievement. In the case of different difficulty learning units, self-learning group have higher levels of stress in the early learning than auxiliary learning group. The research finds that with increasing the difficulty of each learning unit, the stress tolerance of self-learning students improves with learning ability. However, the auxiliary learning students rely heavily on the teaching assistance and feel hard to facing difficult tasks. In addition, when learners face the difficulty of learning content is that they can afford, the stress tolerance of learners will be enhanced with their ability in programming language. Finally, the research results will help learners manage stress effectively and find the best way to learn programming language.