Applying a One-on-One Dialogue Mathematics Intelligent Tutoring System to the Remedial Instruction of Fraction Multiplication and Division for Sixth Graders

• Main Authors: Huang,Yu-Han, 黃鈺涵
• Other Authors: SHIH,SHU-CHUAN
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/8teppr

碩士 === 國立臺中教育大學 === 教育資訊與測驗統計研究所 === 106 === The purposes of this research were designing the instruction on fraction multiplication and division for the sixth graders by a one-on-one math intelligent tutoring system (ITS) based on AutoTutor, and showed the effectiveness of math ITS. In this system, a computer agent used one-on-one dialogue to instruct multiplication and division of fractions according to the teaching scripts designed by the researchers. This system would guide the math concepts learning of students, at the same time, the agent would classify the responses of students as correct answers, wrong answers, or misconceptions. Furthermore, the system would give different feedbacks based on different answers of students. Specially, the system adopted the strategy of cognitive conflict to modify students’ misconceptions, making students found out the problems actively and established the correct concepts. The participants of this research were 66 sixth graders from one elementary school in Taichung city. They were divided into the experimental group (31 students) and the control group (35 students). The experimental group used the one-on-one math ITS for remedial instruction and the controlling group used traditional remedial instruction method. The contents for remedial teaching were the same in two groups. After implement two classes of remedial teaching, the learning effect and learning interest were assessed by comparing the pre-test and post-test performance of students. The results of the research indicated that the students which was taught by one-on-one math ITS improved their grades significantly. The mean of post-test scores was better than that of pre-test scores. Further comparing the learning gains between tutoring with the one-on-one math ITS and tutoring with the traditional method, it could be found that the learning effect of the former was more than the latter. In addition, the students with different ability levels all got prominent progress by using the one-on-one math ITS in remedial instruction. Moreover, two methods both showed no obvious progress of students in learning interest, also, the effect of gender and levels of ability on learning interest showed unobvious in the experimental group. However, in teaching feedback sheet, students expressed positive attitude in using one-on-one math ITS, they thought that the system could give the immediate reminder as the real teacher when they were wrong, and some students also felt that this system could give them more time to think the questions raised by the teacher.