【摘要】： 通過因特網(wǎng)來學(xué)習(xí)成為近年來的熱點(diǎn)，越來越多的課程通過網(wǎng)絡(luò)來發(fā)布，網(wǎng)絡(luò)成為支持遠(yuǎn)程教育、終生學(xué)習(xí)的重要手段。然而，有研究發(fā)現(xiàn)，學(xué)習(xí)者在超媒體信息空間學(xué)習(xí)的時(shí)候，存在信息超載的問題。網(wǎng)絡(luò)可以提供大量的信息，然而對(duì)大量的信息進(jìn)行處理時(shí)會(huì)加重學(xué)習(xí)者的認(rèn)知負(fù)荷。同時(shí)，由于網(wǎng)絡(luò)學(xué)習(xí)缺乏指導(dǎo)和監(jiān)控，學(xué)習(xí)者往往不能找到適合自己學(xué)習(xí)程度的學(xué)習(xí)材料。這樣，學(xué)習(xí)者在進(jìn)行網(wǎng)絡(luò)學(xué)習(xí)時(shí)會(huì)感到無所適從，或者事倍功半，甚至?xí)绊憣W(xué)習(xí)者進(jìn)行網(wǎng)絡(luò)學(xué)習(xí)的信心。 目前網(wǎng)絡(luò)化學(xué)習(xí)正在向著適應(yīng)化方向發(fā)展，現(xiàn)有的網(wǎng)絡(luò)學(xué)習(xí)系統(tǒng)或網(wǎng)絡(luò)課程在給予學(xué)習(xí)者適當(dāng)?shù)囊龑?dǎo)方面還有很多值得改進(jìn)的地方。近年來教育領(lǐng)域關(guān)于認(rèn)知負(fù)荷的研究興起，認(rèn)知負(fù)荷的相關(guān)研究開始從基礎(chǔ)研究走向應(yīng)用研究。因此，本研究提出在超媒體學(xué)習(xí)系統(tǒng)內(nèi)部建立一套“基于認(rèn)知負(fù)荷和知識(shí)地圖的適應(yīng)性學(xué)習(xí)系統(tǒng)”，通過診斷性、過程性的評(píng)價(jià)策略，預(yù)測學(xué)習(xí)者對(duì)某個(gè)學(xué)習(xí)內(nèi)容的學(xué)習(xí)能力，為學(xué)習(xí)者呈現(xiàn)適合他們知識(shí)水平的適應(yīng)性學(xué)習(xí)內(nèi)容，，以增強(qiáng)網(wǎng)絡(luò)超媒體學(xué)習(xí)系統(tǒng)的適應(yīng)性，更好的滿足學(xué)習(xí)者的需要。 為了確定方法的可行性，該研究以java課程的第五章為例，設(shè)計(jì)了能夠穩(wěn)定實(shí)現(xiàn)所設(shè)計(jì)功能的原型系統(tǒng)——CKBALS：首先，通過認(rèn)知負(fù)荷理論和知識(shí)地圖的結(jié)構(gòu)化知識(shí)表征，分解和建構(gòu)了具有適應(yīng)性的網(wǎng)絡(luò)課程結(jié)構(gòu)；其次，通過試題屬性表的構(gòu)建和概念累積計(jì)分算法，確定學(xué)生的概念掌握程度；然后，根據(jù)學(xué)習(xí)者的概念學(xué)習(xí)能力呈現(xiàn)適應(yīng)性的學(xué)習(xí)材料，幫助學(xué)生更加高效地學(xué)習(xí)。 通過對(duì)研究問題的分析，實(shí)施雙任務(wù)法測量認(rèn)知負(fù)荷實(shí)驗(yàn)以及原型系統(tǒng)的設(shè)計(jì)和開發(fā)，我們得出本研究的主要結(jié)論：內(nèi)在認(rèn)知負(fù)荷隨著任務(wù)難度的變化而發(fā)生有規(guī)律的變化，這種規(guī)律可以應(yīng)用在適應(yīng)性學(xué)習(xí)系統(tǒng)中，是系統(tǒng)適應(yīng)行為的依據(jù)；根據(jù)領(lǐng)域模型及概念層級(jí)關(guān)系建構(gòu)的學(xué)生模型能夠有效描述個(gè)別學(xué)生的學(xué)習(xí)情況，是系統(tǒng)適應(yīng)行為的基礎(chǔ)；精心設(shè)計(jì)的單元測驗(yàn)?zāi)軌虼_定學(xué)生當(dāng)前的知識(shí)水平，預(yù)測學(xué)習(xí)者接下來的學(xué)習(xí)行為；根據(jù)學(xué)習(xí)者的概念學(xué)習(xí)能力向?qū)W習(xí)者呈現(xiàn)適應(yīng)性的學(xué)習(xí)內(nèi)容，幫助學(xué)生高效的完成學(xué)習(xí)，減少發(fā)生認(rèn)知超載的可能性。
[Abstract]:Learning through the Internet has become a hot spot in recent years, more and more courses are released through the network, the network has become an important means to support distance education and lifelong learning. However, some studies have found that learners in hypermedia information space learning, there is a problem of information overload. The network can provide a large amount of information, however, the cognitive load of learners will be increased when a large amount of information is processed. At the same time, due to the lack of guidance and monitoring of online learning, learners are often unable to find learning materials suitable for their own learning level. In this way, learners will feel at a loss as to what to do, or get half the result with half the effort, and even affect the confidence of learners in online learning. At present, network learning is developing in the direction of adaptation. there are still many areas worthy of improvement in the existing online learning system or online courses in giving learners appropriate guidance. In recent years, the research on cognitive load has risen in the field of education, and the related research of cognitive load has begun to move from basic research to applied research. Therefore, this study proposes to establish an adaptive learning system based on cognitive load and knowledge map within the hypermedia learning system. Through diagnostic and process evaluation strategies, the learners' learning ability to a certain learning content can be predicted, and the adaptive learning content suitable for their knowledge level can be presented to the learners in order to enhance the adaptability of the online hypermedia learning system and better meet the needs of learners. In order to determine the feasibility of the method, taking the fifth chapter of java curriculum as an example, the prototype system CKBALS:, which can stably realize the designed function, is designed. Firstly, through the cognitive load theory and the structured knowledge representation of knowledge map, the adaptive network course structure is decomposed and constructed. Secondly, through the construction of test questions attribute table and the concept cumulative scoring method, the students' concept mastery degree is determined. Then, according to the learners' conceptual learning ability, adaptive learning materials are presented to help students learn more efficiently. Through the analysis of the research problems, the implementation of the cognitive load measurement experiment by the two-task method and the design and development of the prototype system, we draw the main conclusions of this study: the internal cognitive load changes regularly with the change of task difficulty, which can be applied to the adaptive learning system and is the basis of the adaptive behavior of the system; The student model constructed according to the domain model and conceptual hierarchical relationship can effectively describe the learning situation of individual students, which is the basis of systematic adaptive behavior, and the carefully designed unit test can determine the current knowledge level of students and predict the next learning behavior of learners. According to the learners' conceptual learning ability, they present adaptive learning content to the learners, help students to complete the learning efficiently, and reduce the possibility of cognitive overload.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2007
【分類號(hào)】：G434

【引證文獻(xiàn)】

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相關(guān)碩士學(xué)位論文 前3條

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本文編號(hào)：2505427