計算機專業(yè)畢業(yè)論文外文翻譯-- 一種通過刺激學習者動力來增加學習效率

1、<p><b>　　外文文獻原文及翻譯</b></p><p>　　A web-based e-learning system for increasing study efficiency by stimulating learner’s motivation</p><p>　　Abstract： Due to the opportunities pro

2、vided by the Internet, more and more people are taking advantage of distance learning courses and during the last few years enormous research efforts have been dedicated to the development of distance learning systems. S

3、o far, many e-learning systems are proposed and used practically. However, in these systems the e-learning completion rate is about 30%. One of the reasons is the low study desire when the learner studies the learning ma

4、terials. In this resea</p><p>　　Keywords：Web-based systems, E-learning, Increase of learning efficiency Stimulating learner’s motivation. Grouping of learners</p><p>　　1 Introduction<

5、;/p><p>　　Due to the opportunities provided by the Internet, more and more people are taking advantage of distance learning courses. During the last few years enormous research efforts have been dedicated to th

6、e development of distance learning systems (Nakabayashi et al., 1999; Katayama & Kambayashi, 1999; Ohkawa et al., 2000; Sato et al., 1999). Consequently, many large projects such as CALAT; CALsurf; WebCAI; The Univer

7、sity of the Air; California Virtual University; WIDE University; Ogawa et al., (1999</p><p>　　Recently, several distance learning systems that consider the learner’s capability and understanding have been pr

8、oposed (Matsumoto et al., 1999; Tamaki et al., 2000; Kuwabara et al., 2000). In Matsumoto et al. (1999), an evaluation system of historical data, based on learning environment and supported by educational software record

9、 is proposed. In this system, reappearance and analysis are carried out only for historical learning data and not for real education system with individual student adv</p><p>　　In our previousworks(Koyamaeta

10、l.,2001, 2002; Barolli & Koyama, 2004, 2005), we proposed an agent based distance learning system to deliver appropriate studying materials to learners and stimulate learner’s motivation by using mental action of co

11、lor (Tatsuno, 1995; JCRI, 1993). </p><p>　　In order to offer a suitable and efficient study for learners,in this work, we propose a Web-based distance learning system in order to increase learner’s efficien

12、cy. The proposed system has three subsystems: learning subsystem, learner supporting subsystem and teacher supporting subsystem. The purpose of our system is to increase the e-learning completion rate by stimulating lear

13、ner’ motivation. To evaluate the proposed system, we developed several experiments and surveys. The evaluation shows </p><p>　　The paper is organized as follows. The system structure is introduced in the nex

14、t section. In Section 3, we present the evaluation method for the proposed system.In Section 4, we discuss the evaluation results. In Section 5, we compare the functions of the proposed system with MESIA. Finally, we giv

15、e some conclusions and future work in Section 6.</p><p>　　2 Proposed system structure</p><p>　　The proposed system is built on World Wide Web (WWW). In order to have a wide range of applications

16、, we use only standard functions. Therefore, the system can be easily used without depending on the computer environment.</p><p>　　The proposed system interface is shown in Fig. 1 and the system structure is

17、 shown in Fig. 2. The page output is generated by using JSP. For the system logic, we use Java and Java Servlet and as relational database system is used PostgreSQL. Java Programming is used as the study material. The pr

18、oposed system has three subsystems: learning</p><p>　　subsystem, learner supporting subsystem and teacher supporting subsystem. The learning subsystem includes the studying materials, examination exercises,

19、and some functions to stimulate learner’s motivation. The learner supporting subsystem supports the learners when they have problems during the study (in this subsystem are implemented some interaction functions). The te

20、acher supporting subsystem has some functions to get the study situation of learners and to give hints from the teacher to impr</p><p>　　The proposed system works in the following way. At the beginning, the

21、learner starts to study the learning materials. The teacher checks the learning situation and based on that decides how to support the learner. In the learner support subsystem is implemented the Windows Messenger (WM).

22、Using the messenger, the teacher and learner can communicate together. If the learner understands the problem he asked the teacher, he goes back to the learning subsystem and starts again learning process.</p><

23、;p>　　2.1 Learning subsystem</p><p>　　The interface of e-learning system is shown in Fig. 3 and the e-learning flow is shown in Fig. 4. Atthebeginning,the learner logins to the system. Next, if the learner

24、 understands the text, he starts to do the exercises. Then, the obtained results and ranking are shown in the computer display.After that, the learner decides the next items to study. If the learner does not understand s

25、ome parts of the text, the learner moves to the learner support subsystem, when understands all the text goes bac</p><p>　　2.2 Teacher supporting subsystem</p><p>　　In this subsystem, the person

26、 who is registered as teacher can enter the system by using the registered login and password. By using this subsystem, the teacher is able to judge the learning situation of the learners. The teacher can check the follo

27、wing items.</p><p>　　& The learners who are using the system.</p><p>　　& The items which are finished.</p><p>　　& The learner has problems during the study or not (is th

28、e learner using the learner supporting system or not).</p><p>　　& The FAQ of the learner support subsystem.</p><p>　　& The Bulletin Board (BB) of the learner support subsystem.</p>

29、<p>　　If the teacher finds that a student is using the learner support subsystem, by using e-mail, the teacher can communicate with the learner. It is also possible to communicate with the learner by using WM.<

30、/p><p>　　The main interface of the teacher supporting subsystem is shown in Fig. 5. This page is divided in two frames. The left frame shows the learners who are logged in the system. They are shown in a table

31、form. The table shows the following information.</p><p>　　& The learners are on line or not.</p><p>　　& The present study item.</p><p>　　& The learners who are using or

32、not the learner support subsystem.</p><p>　　It should be noted that the table is changed in a real time if a learner enters or leaves the system. Also, when the login name of a learner inside the table is cl

33、icked, the detailed information of the learner is displayed in the mainframe. This information includes:</p><p>　　& Login name,</p><p>　　& The learner name in Japanese (Furigana),</p&

34、gt;<p>　　& Learner e-mail address,</p><p>　　& Learner present learning state,</p><p>　　& The study history.</p><p>　　If a learner has problems during the study, t

35、he teacher can use the e-mail and WM to communicate with the learner. By using WM, it is possible to have voice chat or video chat. Also, because the FAQ and learner support subsystem are linked in this page, they can be

36、 referred if they are needed. The BB can be used by teacher to explain the content that the learners do not understand.</p><p>　　2.3 Learner supporting subsystem</p><p>　　The learner supporting

37、subsystem is used to help the learners when they have problems during the study. This subsystem includes:</p><p><b>　　& FAQ,</b></p><p><b>　　& BB,</b></p>

38、<p>　　& The list of persons who can communicate together.</p><p>　　The learner can investigate by FAQ whether there are answers of previous questions related with the content that the learner is stu

39、dying or not. If there are not answers about the previous questions, the learner waits until the answer will be shown in the BB. If the learner needs the answer in a real time he enters in the Member List. Then, the pres

40、ent learner can select a member who answered the questions in the previous test and communicate with him using WM. In Fig.6 is shown the main page of</p><p>　　2.4 Interactive functions</p><p>　　

41、The proposed system has the following communication modes. </p><p>　　& Communication between students.</p><p>　　& Communication between the student and teacher (question mode).</p>

42、<p>　　& Communication between the teacher and student (explanation).</p><p>　　All these communications are done in the synchronous mode. However, by using the e-mail the system can offer also asyn

43、chronous mode communication. Thus, the proposed system different from other implemented e-learning systems can support the learners and teachers to communicate with each other in synchronous and asynchronous modes.</p

44、><p>　　3 Proposed system evaluation method</p><p>　　In order to evaluate the proposed system, we used some questionnaires and asked the learners how the system performed and especially how the syst

45、em stimulated the learner’s motivation. For the experiment, ten students and two professors of our laboratory used the system and then we prepared three questionnaires as shown in Tables1, 2 and 3.</p><p>　　

46、The first questionnaire has questions related with improvement of learner’s motivation. The second questionnaire has questions about the interactive functions. Finally, in the third questionnaire are written the comments

47、 and suggestions from the teachers and students. We used a five grade evaluation system. When the grade is higher, it shows that the system provides better functions. Finally, in the last experiment, we used 15 learners

48、to check how the system does their grouping.</p><p>　　4 System evaluation results</p><p>　　The evaluation results for the proposed system are shown in Figs. 7, 8 and 9. In Figs. 7 and 8 are show

49、n the average values received from the questionnaires. As can be seen from these figures, the proposed system was evaluated with good scores for both the learner’s motivation and interactive functions. Also, if we see th

50、e results of Fig. 9, the overall system evaluation values are more than average value. This shows that the proposed system has a good performance.</p><p>　　However, the proposed system needs still improvemen

51、ts. For example, encourage function was a text based function and did not provide a good stimulation. Also, the communication between the students and teacher (when they ask questions to the teacher) compared with other

52、communications modes had a lower evaluation. Therefore, this communication mode should be improved.</p><p>　　Considering, the comments and suggestions in Table 3, one of the teachers said that it will be be

53、tter if the teacher and students match each other. Sometimes, there are some students that are not adapted with the way of teaching of some teachers. For this reason, it will be better if the system has some functions to

54、 deal with this problem. Also, the learner “A” said that he did not feel good that other learners know his ranking position. So, the privacy is another problem that should be conside</p><p>　　& Improving

55、 the encouraging function by using not only text but also the animations.</p><p>　　& Providing a matching function between learners and teachers.</p><p>　　& Providing a ranking function

56、for teachers to improve their teaching efficiency.</p><p>　　In the last experiment, 15 learners used the system and we collected the following data: Test Result (TR), Reference Time (RT) of studying material

57、s, and Number of Reference (NR) of each item. The Average Value (AV) and Standard Deviation (SD) for each parameter are calculated by using formulas 1, 2, 3, 4, 5, and 6, respectively. The deviation values of TR (TRD) ar

58、e decided based on formula 7, the deviation values of RT (RTD) are decided by formula 8, the deviation values of NR (NRD) are calcula</p><p>　　Table 4 Experiment results </p><p>　　The learners g

59、rouping is carried out based on TRD and RE. In order to verify the experimental results, after the experiment, we carried out and investigation for each learner using a questionnaire and compared the experimental results

60、 with questionnaire results. The experiment results are shown in Table 4 and the grouping of learners is shown in Fig. 10.</p><p>　　& The group I has a good RE value, but TRD is not so good. The learners

61、 in this group have a low degree of understanding. According to the questionnaire investigation after the experiment, it was proved that degree of understanding was low, because there were many careless mistakes. Therefo

62、re, the system should inform these learners to be more careful during the study.</p><p>　　& The group II has good RE and TRD. The learners belonging to this group have high degree of understanding. In th

63、e questionnaire, C and J said that content of studying materials was very easy. Therefore, the system should give more difficult exercises in following learning steps.</p><p>　　& The group III has bad RE

64、 and TRD. According to questionnaire investigation, the learners in this group wanted more easy materials. Therefore, it is necessary to give more illustrated examples such as animations or images in order to get a bette

65、r understanding.</p><p>　　& The group IV has a good TRD, but a bad RE. The learners of this group have study desire, but not good study efficiency. From the questionnaire investigation, we found that thr

66、ee persons among four learners checked very carefully studying materials. Therefore, the system should inform the learners to make more questions abouttheitems they did notunderstand. Thus, they can increase the study ef

67、ficiency.</p><p>　　5 Comparison of MESIA and proposed system functions</p><p>　　The comparison between MESIA’s and the proposed system’s functions is shown in Table 5. In the proposed system the

68、 BB is used to give the hints by teacher, but in MESIA the hints are used to advice the learners on wrong answers and HELP/MORE for guiding learners to correct answers. As test function, MESIA uses a short test, while in

69、 our system the learner repeats the exercises until he passes the test. For teacher–student interaction, in MESIA are used the messages while in the proposed system i</p><p>　　6 Conclusions and future work&l

70、t;/p><p>　　In this paper, we proposed a Web-based distance learning system in order to increase learner’s efficiency by stimulating learner’s motivation and providing some interactive functions. </p><

71、;p>　　The proposed system has three subsystems: learning subsystem, learner supporting subsystem and teacher supporting subsystem.</p><p>　　We verified the system performance by using some questionnaires a

72、nd experiments. The proposed system was evaluated with good scores for both learner’s motivation and interactive functions. The overall system evaluation values are more than average value. This shows that proposed syste

73、m has a good performance. Also, the evaluation results show that by making the grouping of learners the system can decide what kind of materials should be given to each learner. However, the proposed system needs st</

74、p><p>　　In the future work, we want to deal with the following problems.</p><p>　　& Learner’s privacy.</p><p>　　& System security.</p><p>　　& Improving the enc

75、ouraging function by using not only text but also the animations.</p><p>　　& Providing a matching function between learners and teachers.</p><p>　　& Providing a ranking function for teac

76、hers to improve their teaching efficiency. Acknowledgements The authors would like to thank Computer Science Laboratory (CSL) of Fukuoka Institute of Technology (FIT), Japan and Japan Society for the Promotion of Scienc

77、e (JSPS) for supporting partially this work.</p><p>　　Fig. 2 System structure</p><p>　　Fig. 3 Interface of e-learning subsystem</p><p>　　Fig. 4 E-learning flow Fig. 5 Teacher interf

78、ace</p><p>　　Fig. 6 Learner support subsystem</p><p>　　References</p><p>　　1.Barolli, L., & Koyama, A. (2004). A distance learning system for delivering appropriate studying mat

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94、ing.co.jp/koza/koza02.htm.</p><p>　　19.The University of the Air. http://www.u-air.ac.jp.</p><p>　　20.WebCAI. CAI Courseware System. Nihon University, http://iclab.ce.</p><p>　　niho

95、n-u.ac.jp/~webcai.</p><p>　　21.WIDE University. School of Internet. http://www.sfc.wide.ad.jp/soi/</p><p>　　contents.html.D-I(J83-9), 1013–1024.</p><p>　　22.Matsumoto, T., Nakayasu,

96、 H., Morita, E., & Kamejima, K. (1999). An</p><p>　　evaluation system of historical data based on learning environment supportedbyeducationalsoftware.IPSJ Journal,40-9,3596–3607.</p><p>　　23

97、.Nakabayashi, N., Koike, Y., Maruyama, M., Touhei, H., Fukuhara, Y.,</p><p>　　Writer: Leonard Barolli & Akio Koyama &Arjan Durresi & Giuseppe De Marco</p><p>　　一種通過刺激學習者動力來增加學習效率的以網(wǎng)絡

98、為基礎的電子學習體系</p><p>　　摘要：由于網(wǎng)絡提供了很多的機會，越來越多的人都選用了遠程教學課程。在過去的幾年中，人們做了大量的研究努力，致力于遠程教學系統(tǒng)的發(fā)展。迄今為止，人們提出了很多電子學習電子系統(tǒng)并加以實際地運用。盡管如此，這些系統(tǒng)的完成率卻只有30%左右。原因之一是當學習者對學習資料的學習欲望很低。在此研究中，我們提出了一個互動的建立在網(wǎng)絡基礎上的電子學習系統(tǒng)。我們這個系統(tǒng)的目的是通過刺激學習

99、者的動力來提高電子學習完成率。這個系統(tǒng)有三個子系統(tǒng)：學習子系統(tǒng)，學習者支持子系統(tǒng)和教師支持子系統(tǒng)。學習子系統(tǒng)增加了學習者的學習欲望。學習者支持子系統(tǒng)給學習者在學習中提供幫助。教師支持子系統(tǒng)讓教師能夠了解學習者的學習狀況。為了評估這個系統(tǒng)，我們做了幾個實驗和調(diào)查。我們運用了一下幾點新特點：展示學習者的學習經(jīng)歷，界面色彩的轉(zhuǎn)變，鼓勵功能，分級功能，自我決定學習資料和學習者分組，以此讓這個系統(tǒng)增加學習效率。</p><p&

100、gt;　　關(guān)鍵詞：網(wǎng)絡基礎的系統(tǒng)，電子學習體系，增加學習效率，刺激學習者動力，學習者分組</p><p><b>　　1 介紹</b></p><p>　　網(wǎng)絡提供了很多的機會，讓越來越多的人很好地利用了遠程教學的好處。在過去的幾年中，人們做了大量的研究努力，致力于遠程教學系統(tǒng)的發(fā)展。因此，設立了很多大的項目，如CALAT, CAL surf， WebCAI, The

101、 University of the Air和WIDE University，盡管如此，這些系統(tǒng)的完成率卻只有30%左右。原因之一是當學習者對學習資料的學習欲望很低。因此，刺激學習者在學習過程中的動力是非常重要的。</p><p>　　最近，好幾個遠程學習系統(tǒng)都建議要考慮到學習者的能力和理解力。在松本和其他城市，（1999）人們提出了一個評估系統(tǒng)。這個系統(tǒng)是建立在學習環(huán)境和教育軟件記錄的歷史數(shù)據(jù)的基礎上的。這個系