基于掌握学习机制的个性化学习支持系统提高物理学生的学习态度和学习成绩

C. Wongwatkit, N. Srisawasdi, Gwo-jen Hwang, P. Panjaburee
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引用次数: 7

摘要

大多数现有的个性化学习支持系统都是根据学生的背景或个人资料,为学生提供学习建议或学习内容,从而促进学生的学习。学习活动难以适应学生的持续学习表现和状态,导致在线个人学习绩效和学习态度的提升受到限制。为了解决这一问题,我们提出了一种掌握学习机制来监测学生个体的持续学习情况,并考虑了学生的概念学习问题、学习风格和当前理解状况,以提供有效的个性化学习活动。基于新型的掌握学习机制,开发了一个在线个性化学习支持系统。实验结果表明,使用本系统学习的学生对学习活动有更好的学习态度,对学习系统的有用性有更好的理解和感知,对《简单电学物理》课程的学习成绩优于使用常规系统学习的学生。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Enhancing Learning Attitudes and Performance of Students in Physics with a Mastery Learning Mechanism-Based Personalized Learning Support System
Most existing personalized learning support systems facilitate students' learning by providing learning suggestions or learning content to individual students based on their background or profiles. It is difficult to adapt learning activities to respond to students' ongoing learning performances and status, leading to the limitation in enhancing online personal learning performance and learning attitudes. To address this issue, a mastery learning mechanism was proposed to monitor individual students ongoing learning situations, moreover, students' conceptual learning problems, learning styles and current understanding status were considered for providing effective personalized learning activities. An online personalized learning support system was developed basing on the novel mastery learning mechanism. The experimental results show that the students who learned with our proposed system had better learning attitudes toward the learning activities, better understanding and higher perception of the usefulness of the learning system, and better learning performance of Simple Electricity on Physics course than those who learned with the conventional system.
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