以題型模版為基礎之網路多媒體測驗編輯系統

Abstract

目前利用網路進行測驗的情況雖然普及，卻僅限於少數題型與文字、圖片的搭配組合，無法充分展現多媒體在網路上的應用能力。因此，本研究嘗試建置一個以題型模版為基礎的網路多媒體測驗編輯系統，內含多種測驗題型，並支援多種媒體格式，形成不同的試題編輯模版，以方便從事多媒體測驗的出題工作。教師能夠在網際網路的環境下，依題型和媒體元素選擇不同的編輯模版，進行編輯、上傳各種媒體元素，形成網路多媒體測驗試題，讓學生能直接在網路上進行練習。 本研究除了以文獻探討作為系統需求分析依據，並以系統發展生命週期進行系統開發，成功的建立一個提供多樣化題型、兼容多種媒體格式之「網路多媒體測驗編輯系統」，並導入串流技術，嘗試解決網路多媒體影音傳輸的限制，最後以專家評估、教師試用及學生測驗等方式完成系統之內、外部評鑑。本研究發現，專家對於本系統內部結構及行為大多持正面的看法，教師對系統的試用經驗調查亦屬正面的評價。而在學生使用本系統進行多媒體測驗方面，經由準實驗設計、共變數分析的結果顯示：藉由本系統進行多媒體測驗的實驗組學生，其調整後的平均成績高於一般傳統紙筆測驗的控制組學生，且達到統計上的顯著差異。此外，關於測驗數據的分析與判讀，研究者也詳細陳述於後，同時根據研究結果提出相關建議，期望能提昇網路多媒體測驗在教學評量上的運用與導引進一步的相關研究。Common educational web-based assessment systems are facing two challenges in development: insufficient variety of question types and integration of media formats, as past literature stated. This study tried to design and build up a web-based multimedia assessment authoring system featuring customization and ease of use templates – containing several question types and supporting a variety of media – to simplify and streamline the creation process. Therefore, instructors are able to create and manage a web-based assessment with pre-customized templates and media formats after lecturing; students are able to take the exam for self-evaluation and practices whenever learning activities are finished. This system was innovated and implemented through System Development Life Cycle (SDLC), and a Template-based Multimedia Assessment Authoring system was therefore formed, highlighting the multiple module function as well as the integration of various media types, and introducing streaming technology to solve the bandwidth problem for media transmission caused by audio and video. Internal and external evaluations were conducted later on via experts’ comments. Survey results indicated that most of the experts were unanimously holding a positive attitude toward the system, and so were the instructors who actually implemented it into lecturing. With respect to students’ learning results, statistical data gained from quasi-experimental design and covariance analysis showed the experimental group with the designed system’s support was more likely to achieve higher scores than the one without it and meanwhile a statistical significances was exerted, too. Finally, the author proposed further research implications and directions on this emerging topic.