|Abstract: ||隨著電腦技術及網際網?的蓬勃發展，?位學習儼然已成為當今教與學的發展趨勢，以網?學習為基礎的?位學習模式應該重視個別差?，以滿足個人化(Personalization) 學習之需求。因此，近??有許多研究者著手於發展網?適性化學習系統(Adaptive Learning System)，以達因材施教、提升學習效?、?低學習負擔、避免學習迷失以及提升學習成效之目的。目前大部份的網?適性化學習系統以考?學習者的興趣、喜好及瀏覽?為為主，也有以考?學習者能?、知?背景提供個人化學習?徑規劃的研究被提出。近幾?由於情境感知技術(Context-aware Technology )的快速發展，使得適性化學習的研究邁入?一個嶄新的境界，許多適性化學習系統開始將學習者個人所處的學習情境考?進去，因此許多考?學習者所在位置及環境?態等情境因素的適性學習機制被相繼提出，但目前仍少有以考?個人學習特質以及學習情緒發展適性化學習的研究被提出。許多認知與心?學?域的研究已經證實學習情緒與學習成效具有高?的關?，學習情緒的好壞可能加速或干擾學習，負面情緒會損害認知活動的效能，相對的，正面的情緒則有助於提升認知活動效能。因此?能結合情緒感知技術於目前發展的網?適性化學習系統，將可以發展出?符合個別學習需求之網?適性化學習環境。學習情緒的即時偵測具有極高的難?與挑戰性，然而近幾?已有基於聲音、外顯?為、臉部表情及人體生?訊號發展出?的情緒感知技術被相繼提出，使得動態即時偵測學習情緒成為可能，其中以人體生?訊號偵測情緒的研究尤受矚目。此外，有鑑於多媒體教材已經成為?位學習教材設計發展的主要趨勢，?同型態多媒體教材是否影響學習情緒進而影響學習成效，值得進一步探究。因此本計畫擬於計畫執?的三?內，發展「基於學習情緒感知之多媒體網?適性化學習系統」，在計畫前??將進??同型態多媒體教材與學習風格、學習情緒與學習成效之關?性基礎研究，再據此作為計畫第三?發展「基於學習情緒感知之多媒體網?適性化學習系統」之基礎，最後進?相關於支援網?適性化學習成效的評估研究。|
In recent years, E-learning is becoming an increasingly popular educational paradigm due to the fast growth of the Internet and it has advantages in terms of high interaction, getting feedback immediately, and breaking the limitations of learning time and space. To consider the difference of individual learning, E-learning should pay much more attention to the development of personalized web-based learning systems because no fixed learning mode will be appropriate for all learners. Therefore, many studies focused on developing adaptive E-learning systems for promoting learning performance, reducing cognitive overload or avoiding learner fall into cognitive disorientation. However, most current web-based learning platforms with adaptive mechanisms tend to emphasize the learner preferences, interests, learning order of prior and posterior knowledge, and learner abilities in relation to personalized learning services but fail to consider the learning contexts of individual learners. With the rapid development of context-awareness techniques, web-based adaptive learning is stepping into a new ground. Many adaptive E-learning systems started to consider learning contexts including learner location and environmental status as important factors while designing personalized learning mechanisms. However, relatively little research considered individual learning characteristic and learning emotion as adaptive factors for developing adaptive learning systems. Many studies indicated that the variations of learning emotions have key affection to the learning outcomes. Emotions can lead to attentions, creating meaning, and forming self-memory channel, hence emotion and learning are highly related. Many psychologists and neurologists also indicated that emotions and motives play important roles in cognitive learning activity and human emotions can arise or interfere learning. Therefore, based on understanding the relationships among learning performance, learning emotion and cognitive load, an emotion-based adaptive learning system can be developed for supporting personalized learning. Recently, based on technological advancements in recognizing emotional variances by human physiological signals, some reliable emotion-monitoring instruments have been developed for measuring and recording changes in human emotion. Moreover, with the gradual adoption of multimedia technologies in curriculum designs, the need has increased for in-depth studies exploring how different presentation techniques for multimedia materials affect learner emotions and learner performance. Therefore, this project tends to develop a multimedia adaptive learning system based on emotion recognition technology during three years. The previous two years will identify the correlations among different types of multimedia materials, learning cognitive styles, learning emotions, and learning performance. The third year will integrate all research findings into an adaptive multimedia learning system to support personalized learning. Finally, this project will design empirical instruction experiment to confirm the likely benefits of the developed system for adaptive learning.