| Summary: | 碩士 === 國立臺中教育大學 === 教育資訊與測驗統計研究所碩士在職專班 === 107 === Abstract
This study aimed to investigate the effectiveness of the Two-Agent Intelligent Tutoring System applied in the Calculus-Derivatives remedial instruction. The research was based on the unit of Calculus-Derivatives for the third grade of high school. The Two-Agent Intelligent Tutoring System and the course contents were established in terms of the essential knowledge, misconceptions, and related problem-solving procedures of the unit of Calculus-Derivatives. The Mathematic Intelligent Tutoring System and the dialogue patterns of AutoTutor Intelligent Tutoring System were also taken into account. The system explored the discrepancy in the learning outcomes among students.
The subjects of this study were the third graders, in four classes, of a Taichung high school. A nonequivalent pretest-posttest control group design was adopted in the quasi-experimental research. The teaching was carried out for two periods. Participants were divided into two groups. The learners in the experimental group were given the remedial instruction through the Two-Agent Intelligent Tutoring System, while those in the control group were instructed with didactic teaching method. Paired-Samples t-test and One-way Analysis of Covariance were implemented to compare the learning outcomes between the two classes after the remedial teaching. Also, the learning effectiveness between the two groups, and feedback on the system were delved into via questionnaires.
The conclusions of the study are as follows. First, the Two-Agent Intelligent Tutoring System and didactic teaching for remedial instruction can both enhance learning outcomes. Second, the learning effectiveness of the Two-Agent Intelligent Tutoring System teaching for remedial instruction was better than that of didactic teaching. Third, the results of the questionnaire indicate that most of the students held positive attitudes towards the system and were willing to learn. With the system providing a friendly learning environment, learners increased their learning confidence and interest, as well as the learning effectiveness. Forth, a small number of students felt that the time to operate the system was too long, the way to type in answers was too complicated, and the mathematical input box for answers can be enlarged, etc. These comments, which can be used as the basis for improvement in the future, provide the researcher with a helpful direction.
Finally, based on the results of the study, some suggestions concerning this field were made for further research.
|
|---|
