| Summary: | 碩士 === 東吳大學 === 資訊管理學系 === 107 === In recent years, an innovative teaching method, flipped classroom, has become one of the most important teaching ones. Students may build their prior knowledge through the pre-class instructional videos, and then conduct peer-to-peer and peer-to-teacher discussion in in-class activities. However, they could fail to complete the learning task assigned by teacher without appropriate guidance in pre-class phrase. This may easily decrease students’ participation in the class. Therefore, to address this issue, this study develops a personalization mechanism guidance system integrating into flipped learning context. A quasi-experimental design was adopted to examine the effectiveness of the proposed method with two groups, experimental group and control group respectively. The former allows students to use flipped learning with the personalization mechanism guidance system; while the latter allows students only to use traditional flipped learning approach. A total of 116 university students were participated in the pre-class and in-class phrases of the study on a computer science course. The research findings show that the students who adopted the proposed approach revealed significantly better learning achievement than those who learned with the traditional flipped learning approach, indicating the proposed method may help students comprehend the learning content. In addition, the learning behavior pattern analytics show that the students of experimental group are willing to spend more time on reading the learning materials. It’s helpful to students to build the prior knowledge before conduction in-class discussion activities.
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