[ 摘要 ]

近年來，以適性化的觀點開發數位學習網站已成為一個重要研究領域，適性化數位學習網站可以讓使用者尋求適合學習知識來源，符合個人特徵的學習介面，但是若建置數位學習網站過程中，未應用專業化網站開發技術及導入應用方法，無法提供一個良好適性化學習介面。因此，本研究提出一套完整的網站建置架構，並探討進行四階段，該階段包括了：(一)研究問題的深度思考，(二)適性化教學網站的規劃與建置，(三)實施適性化教學，與(四)學習績效的評量等。發展之數位化網站主要是根據Brusilovsky提出的適性呈現及適性導航的技術，並以Bruner、Ross and Wood提出的鷹架理論，以及Brown、Collins and Dugid的情境認知，以及Skinner的行為主義學習理論為數位學習的基礎架構。



本研究之實證分析對象為屏東縣原住民族偏遠地區某國民中學魯凱族籍學生，隨機抽樣分別為實驗組及對照組，實驗組採用本研究所開發的適性化數位學習網站，對照組使用行政院原住民族委員會建置的一般性數位學習網站，兩組均實施為期四週學習歷程，透過問卷、深度訪談、學習記錄及學習成效來分析各種學習現象。根據深度訪談分析結果顯示，實驗組與對照組在心理學習過程的認知、想法、動機、態度及感覺均呈現差異現象。至於滿意度問卷數據方面，實驗組高於對照組的同學。在學習績效方面，實驗組接受前後測的學習績效上有顯著差異，對照組接受前後測的學習績效上有顯著差異，兩組在學習前後的測驗成績結果並沒有顯著差異，本研究成果可以提供學術研究與實務應用之參考。



[ 英文摘要 ]

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.