適性化學習(adaptive learning)根據學生的特質、教學環境或先備知識決定學習策略，有許多透過認知風格(cognitive style)進行的適性化學習，但認知風格並不會於短時間內產生改變，因此於學習過程中，無法以認知風格的變化給予即時的學習輔助。由於科技的進步，越來越多輕便的穿戴式設備問世，透過穿戴式設備能獲得的資訊也越來越多樣，本研究於以認知風格進行的適性化學習環境下，導入神念科技開發的穿戴式腦波偵測設備，即時偵測學習者當下的專注度，提出即時適性化激勵策略。即時適性化激勵策略包括休息與激勵二步驟，主要於學習者專注度狀態低落時停止學習，讓學習者先休息，同時給予激勵動畫鼓勵學習者，確保學習者於學習過程中，專注度狀態皆保持於正常值以上，並以此推論能顯著提升學習成效。為了驗證此假設，本研究的實驗設計以偏記憶的Ted演講為學習內容，控制組採用傳統認知風格進行適性化學習，而實驗組於此適性化學習環境下，近一步導入穿戴式腦波偵測設備，給予即時適性化激勵策略。為了瞭解即時適性化激勵策略對不同認知風格學習者的影響，本研究共招募100位學習者，分別為50位文字型(verbaliser)的學習者與50位圖像型(visualizer)的學習者，再將二種認知風格的學習者，分別隨機分配至控制組與實驗組。研究結果顯示，不管是文字型學習者或圖像型學習者，於實驗組的學習成效皆顯著優於控制組，且二種認知風格學習者的專注度於系統給予即時輔助策略後皆有顯著提升。此結果顯示根據學習者專注度狀態給予的即時輔助策略能顯著提升學習成效與專注度。

Learning strategy using in adaptive learning is according to the style of student, learning environment or student’s prior knowledge. There are many adaptive learning implemented through student’s cognitive style. But it’s unable to give student a real time learning assistants through cognitive style due to the consistency of individual’s cognitive style. On the one hand, there are more and more convenient wearable device with the growth of technology. This study lead the wearable brainwave detection device developed by Neuro-Sky into adaptive learning environment. And give student real time learning assistants according to attention level captured by wearable brainwave detection device. With two steps in real time learning assistants. Step 1 is Rest, which let student to take a rest with down in attention level. Then Step 2 try to encourage student with an animation. To make sure student could maintain the above normal attention level in whole learning process and suspect a better student’s learning performance will gain. To verify the hypothesis put forward in this research. The learning content in the experiment is Ted talks. Control group was given an adaptive learning environment while experiment group with an additional real time learning assistants according to attention level. Total of 100 participants was recruited with 50 verbaliser and 50 visualizer of cognitive style. The result shows a significant higher in learning performance in experiment group than control group.

論文審定書 i
論文提要 ii
致謝 iii
摘要 iv
Abstract v
目錄 vi
圖目錄 viii
表目錄 ix
第一章、緒論 1
第一節、研究背景與動機 1
第二節、研究目的 3
第三節、研究問題 4
第二章、文獻探討 5
第一節、穿戴式腦波偵測設備 5
第二節、推播科技 9
第三節、認知風格 9
第四節、適性化學習 11
第三章、系統設計 14
第一節、學習內容 14
第二節、控制組系統介面 17
第三節、即時適性化激勵策略 21
第四節、實驗組系統架構 25
第五節、實驗組系統介面 29
第四章、研究方法 33
第一節、研究架構 33
第二節、研究變數之操作性定義 34
第三節、研究假說 35
第四節、研究工具 37
第五節、實驗設計 43
第六節、資料分析 46
第五章、資料分析與討論 48
第一節、 人口統計變項 48
第二節、 後測試題鑑別度分析 49
第三節、 學習成效分析 50
第四節、 專注度變化分析 54
第五節、 結果討論 58
第六章、結論 62
第一節、 研究發現 62
第二節、 研究貢獻 64
第三節、 研究限制 65
第四節、 未來研究 66
參考文獻 67
附錄一、補充教材 70
附錄二、文字型激勵圖片 76
附錄三、文字型激勵圖片 78
附錄四、認知風格量表(SOP量表) 81
附錄五、前測問卷 83
附錄六、後測問卷 85

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