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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/101865

    Title: 學習即時回饋系統之設計與發展
    Other Titles: The development and design for Learning of Instant Response System
    Authors: 林鳳儀;Lin, Feng-Yi
    Contributors: 淡江大學教育科技學系碩士班
    陳慶帆;Chen, Ching-Fan
    Keywords: 回饋;即時回饋系統;PHP;LIRS;Feedback;Instant Response System
    Date: 2014
    Issue Date: 2015-05-04 09:20:05 (UTC+8)
    Abstract: 研究者利用PHP程式設計出一套學習即時回饋系統,分成「教師版」與「學生版」。目的為即時掌握學生的學習狀況;「教師版」其功能包含:編輯試題、控管出題、查詢作答現況和學生分數排行。「學生版」能讓學生即時瞭解作答狀況。該系統可透過網路使用,方便教師於校園任何角落教學。
    The researcher designs a set of “Learning of Instant Response System” by using PHP, which are divided into “the teachers’ version” and “the students’ version”. The goal of this system instantly dominates students’ studying condition. The functions of “The teachers’ version” include: control of making out questions, check of answering situation and score ranking. “The students’ version” can let the students know answering condition immediately. This system can be used by Internet, and it is convenient for teaching in campus.
    This research adopt “nonequivalent pretest-posttest control group design” of quasi-experimental, taking two classes of students as sample , one is 26 people as experimental group which LIRS fits into “An introduction to computers” teaching ; the other is 24 people as control group, taking traditional teaching method that without taking this system for teaching.
    The aims of this research is about the students learning effects of LIRS fits into “An introduction to computers” and traditional teaching. And the further discussion is about experirnental group’s idea and opinion of LIRS with teaching. Also, this research includes the discussion of merits, defects and suggestion of this system.
    The results of research:
    1. It has obviously diversity for different teaching methods in “An introduction to computers” of learning effects.
    2. Experimental group’s learning effects is better than control group when LIRS fits into “An introduction to computers”.
    3. It has obviously diversity for different teaching methods in “An introduction to computers” of retentive learning effects.
    4. Experimental group’s retentive learning effect is better than control group when LIRS fits into “An introduction to computers”.
    5. According to the survey, about 84 percent students accept LIRS fits into teaching which has positive feedback and active learning attitude.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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