使用資料探勘輔助學習者探索大型資料庫—學習者經驗之研究; Learner experience of exploring large databank with data mining support

NCU Institutional Repository > 資訊電機學院 > 網路學習科技研究所 > 博碩士論文 > Item 987654321/10248

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题名:	使用資料探勘輔助學習者探索大型資料庫—學習者經驗之研究;Learner experience of exploring large databank with data mining support
作者:	范姜士燻;Shih-Hsun Fan Chiang
贡献者:	網路學習科技研究所
关键词:	搜尋策略;資料探勘;網路資源探索;search strategy;exploring information;Data mining
日期:	2008-07-16
上传时间:	2009-09-22 12:09:52 (UTC+8)
出版者:	國立中央大學圖書館
摘要:	大量開放與急速成長的網路資訊增加了學習者對網路資訊探索時的困難度，如何利用結合網路的學習活動來進一步地協助學習者發展適當的學習策略，使學習者能獲取可靠正確的資訊以增進網路學習的成效已成為相關研究重視的議題。因此，為了協助學習者對於探索特定領域的相關概念以及建立概念間的關聯性，來提升其對於領域知識的理解，本研究利用概念圖法和資料探勘原理進行系統的設計與建置，提供學習者相關概念的推薦對於特定主題進行概念圖建置的環境進行相關實驗。受試者包含二十五名中央大學碩士生及博士生，研究工具包含網路資訊評判標準問卷、學習者行為分析及統計分析。學習者必須在本研究所發展具相關概念推薦功能及概念圖建置的系統中，對於所選定的主題進行概念圖的建置與發展。透過對於受試者在系統環境下所產生的資訊探索行為分析結果，本研究提出學習者對探索領域的豐富度、概念間的關聯程度、接受系統推薦概念程度及改變學習者對於探索領域的豐富度四個面向。此外，利用網路資訊評判標準問卷與使用者探索行為進行相關分析的結果發現持不同資訊評判標準與搜尋策略取向的學生也呈現出互異的探索行為。最後，本研究認為透過關聯法則來提供學習者相關的概念，能夠提升學習者對探索領域的概念理解及豐富化，並能夠透過系統輔助建立概念間關聯來幫助學習者建立複雜概念間的關聯，提升學習成效。 Because of the rapid growth of open-ended information on the Internet, learners may have difficulties in dealing with information sources for fulfilling one’s needs. For this reason, many studies have been devoted to the investigation on how to assist learners in developing proper strategies for acquiring reliable information and better learning outcome by use of Internet-based learning activity. To help learners explore relevant concepts and their interrelationships toward a particular domain, this study developed an Internet-based system that utilizes the concept map and association rule to provide learners more important concepts related to their pre-generated ones. The participants were 25 graduates studied in National Central University, and research tools included the system developed in this study and Information Commitments questionnaire for collecting research data. The participants were asked to construct a concept map toward a self-generated topic by use of the system incorporating recommend function with the concept mapping. Through analyzing students’ behavior of exploring information, this study proposed that students’ information-processing behavior could be categorized as ‘Richness of understanding,’ ‘Linking,’ ‘Acceptance of new ideas’ and ‘Change of richness of understanding.’ Furthermore, by analyzing the correlations between students’ information commitments and the factors of information-processing behavior, the results revealed that students with different information evaluative standards and searching approaches showed diverse information- processing patterns. Finally, this study suggested that that the recommended concept based on association rule could not help students acquire abundantly relevant concepts, but construct complex interrelations among concepts for developing in-depth understanding of relevant concepts toward a specific domain.
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