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7.2 未來發展

第三章中，我們建立了階層式的觀念樹，各個觀念被學習到的先後順序可以由樹狀 結構來記錄。目前每次要提供回饋時，皆會從觀念樹的根節點開始走訪，而根節點通常 都是比較基礎的觀念。即使學生的答案已經有一定的水準，系統給予的回饋仍然會從基 礎開始問起。若是學生耐心不足，無法等到系統走訪到較難觀念的節點時，便無法得到 更進階的提示。未來若是能依據學生的程度進而改善走訪觀念樹的方式，相信能給予學 生更多的學習幫助。

第四章中，我們嘗試建立一個使用者風格模型，希望能夠了解學生在作答過程中的 行為。目前的答題風格模型會觀察學生剛開始的作答行為，同時也會以固定的投資報酬 率來判斷學生在作答中是否遇到瓶頸。我們希望未來能更進一步的找出學生在作答中是 否會有一些固定的模式，讓我們可以針對不同模式提出不同的教學方式。

在最後的實驗章節中，我們發現學生的學習主動性與學習效果有一定的關聯。目前 是以人工的方式去觀察學生的作答歷程以及系統提供的回饋來分類。從實驗的結果看 來，目前的系統對於學習主動性高的學生是比較有幫助的，未來若是可以即時根據學生 目前與系統互動的方式，分辨出學生的學習主動性高低，便可以針對不同學習主動性的 學生設計不同的回饋方式。

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