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    Title: 網路教學平臺使用者介面評估指標發展之研究
    Other Titles: A study of developing user interface design assessment indicators for learning managerment ststem
    Authors: 劉岳旻;Liu, Yueh-min
    Contributors: 淡江大學教育科技學系碩士班
    顧大維;Ku, David Ta-wei
    Keywords: 網路教學平台;網路教學;使用者介面;web-based instruction platform;web-based teaching;user interfacer
    Date: 2008
    Issue Date: 2010-01-11 00:31:12 (UTC+8)
    Abstract: 近年來各大學開始盛行使用網路教學平台,教學平台成為網路教學及輔助傳統學習
    的重要工具。然而,現今的網路教學平台,由於介面設計上研究的不足,聚焦於網路教
    學平台介面設計的理論基礎亦缺乏深入探討。而未能依循介面設計原則所設計的教學平
    台介面,極可能造成學習者使用上的障礙,進而影響學習成效。
    成可使用的評估指標,用以評估教學平台的介面設計。本文在文獻探討部份,分別
    從網路教學定義、特性與教學平台功能結構,以及介面設計原則三個面向,歸納出適用
    於網路教學平台的五大介面設計原則,包括認知、控制、感官、防止科技障礙、功能原
    則等。更進一步,將這些原則依平台構面發展出站務管理、學習管理、學習活動、學習
    輔助四個面向的評估指標,每個面向內皆含五大指標(原則)的檢核項目。
    研究過程中,透過專家問卷檢核指標內容正確性之後,進行指標內容的修正,接著,
    再請教學平台系統開發者使用指標來評估平台,並於評估之後進行焦點團體訪談,以確
    認指標的可行性。採納系統開法者的意見進行修正之後,進行指標的最後修正。研究結
    果顯示,專家意見加強了指標內容的理論依據,而系統開法者則提供了指標使用上的意
    見修正,並給予系統開發者實際開發經驗引以為參考。未來,本研究期望此份指標能夠
    提供給平台開發或設計人員在開發教學平台時,引以為依據,設計出使用性與互動性良
    好的教學平台介面,進而增進學習的成效。
    Recently, LMS (Learning Management System) is getting popular in Higher education. It has also become an important tool for web-based learning and supporting traditional classroom instruction. Even through, the researches of interface design have developed vigorously, it is still lacking of studies and theories support on the interface design of LMS. Obviously, without proper interface design, LMS could not only cause problems to use, but it could also decrease the effects of learning.
    Therefore, the current study focused on the interface design principles of the LMS. In addition, an interface design assessment indicator for LMS has been developed. In the literature review, the definition of web-based instruction, the characteristic of web-based instruction and function structure of LMS have used as the three major scopes to analyze and induce five interface design principles for LMS such as cognitive, control, sensory, function and preventing technological barriers. According to the five interface design principles, a four (platform management, learning management, learning activities and learning assistance) dimensional LMS interface design assessment indicator has been developed.
    In order to ensure the feasibility and validity of the LMS interface design assessment indictor, three stages of examination have been conducted. 1. Questionnaire: the initial LMS interface design assessment indictor has been sent to three interface design experts to check the accuracy of the content; 2. LMS system developer: three LMS system developers have been provided the modified indicator for their design to investigate the feasibility of the “indicator”; 3. focus group interview: the three LMS system developers have also been invited to the focus group interview to in-depth provide their ideas and critiques. As the results, in input of experts enhanced the theoretical supports and system developers provided the real world experiences and ideas of modification. Hopefully, the LMS interface design assessment indictor is able to provide a solid foundation for LMS interface designers and system developers to design good interactive and usable interface on LMS to enhance instruction and learning.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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