We have found we can stimulate the development of students’ multiple intelligences via teaching activities with Internet-mediated simulation. In the past two decades, a growing number of educators have made efforts to identify and develop the multiple intelligences of their students, and are acknowledging that traditional teaching methods tend to stimulate only one type of intelligence.
Recently, researchers have designed studies to determine whether (and how)
Internet-mediated simulations can be designed to provide multiple learning environments that address different learning styles and take advantage of students’ personal strengths in terms of individual intelligences. According to the results our study, it is possible to stimulate multiple intelligences in students via Internet-mediated simulations. Specifically, the student participants in this study made statistically significant progress in four of the five targeted
intelligences (linguistic, logical, spatial and intrapersonal) during a three-week period in which they worked with a MUD environment.
We have established a kind of assessments suitable in Internet-mediated simulation environment. Until recently, assessment techniques embedded in Internet-mediated simulation environments were considered too inefficient to be of use. Our focus was to design an assessment mechanism that matched the learning environment. To meet the needs of multiple online users of virtual reality and role–playing MUDs, we decided to use intelligent agents to
interview students as they are engaged in online activities, taking care to ensure that students did not feel as though the agents were interfering with their work in an annoying or distracting fashion. We compared student responses to online intelligent agent assessment questions and a
paper-and-pencil questionnaire, and determined that their ability to measure change in student intelligences was equal. However, the students clearly preferred the online assessment technique.
We have developed a new method for multiple intelligences assessments via agent interview in Internet-mediated simulation environment. The
traditional multiple intelligences assessments take two forms: observing
of the former is that it’s time-consuming, and difficult for teachers if they have to evaluate a considerable number of students; the major disadvantage of the latter is that it’s boring. Now, we have developed a new method in multiple intelligences assessments via agent interview in Internet-mediated simulation environment. With computers, we could record, track, and rearrange the process, which make it convenient for teachers to inspect. The agent interview is vivid thus students are more likely to respond. This greatly improves the lack of efficiency and interest to respond with traditional multiple intelligences assessments.
In a word, the contributions of this research are: a) finding that we can stimulate the development of multiple intelligences of students via teaching activity in Internet-mediated simulation surroundings; b) finding that a suitable assessment used in Internet-mediated simulation surroundings; and c) proving that we can make the assessment of multiple intelligences with the way of agent interview in Internet-mediated simulation surroundings. The limitations of this research are: a) it is hard to have scene, plot, and the reliability and factor of the test question all; b) there are limitations in questioning each question once for each user in semantic network; c) it is hard to judge the emotion and tone accurately with computer; and d) it is hard to express the user’s feeling when the dialog is long, spelling error or the structure of the sentence is complex. The improvements of the research in the future are: a) we can consider the more suitable knowledge representation to improve the representation of the questionnaire; b) we can use more grammatical particle and expression symbols; and c) we can analyze the sentence with complex structure further.
References
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網路中介模擬環境中的多元智能評量－
在情境中利用 Agents 收集學生資訊
Assessing Multiple Intelligences in Internet-mediated Simulation Environments:
Using Agents to Collect Student Information
摘要
評量不該侷限於容易施測與評分的評量方式，透過科技的協助，電腦可以設 計不同層次的遷移情境，可得知學生的解題過程與結果，進而可以瞭解學生對概 念掌握的層次，利用科技整合的趨勢使評量可以更多元化、更深入。
在電腦網路中介模擬的環境中，透過模擬環境營造適合的場景、情境與氣 氛，利用代理人扮演各種角色，與使用者進行多次訪談來收集學生資訊，讓學生 在進行教學活動的過程中不知不覺地進行評量，評估學生在電腦網路中介模擬環 境中各方面的學習成效，驗證在此環境從事學習活動可提升學生的多元智能，亦 可驗證多元智能評量也很適合在電腦網路中介模擬環境中進行。
Keywords：網路中介模擬、Multiple User Dungeon（MUD）、多元智 能、多元智能評量、訪談式評量、真實性評量、智慧型 代理人、語意網路。
一、 導論
1.1 研究動機
網路中介模擬的學習系統缺乏評量的機制，而現有的「線上題庫」、「線上問 卷」亦不適用於這種環境。
現行網路中介模擬的學習系統中很少見到測驗與評量的機制，我們無法從中 得知學生學習的效果如何，不知道學生在使用的過程中是否有收穫，而現有的「線 上題庫」、「線上問卷」只是將傳統的紙筆測驗、紙本問卷搬到網路上進行，有違 目前的教育理念，而且將這些測驗題庫放在網路中介模擬的環境中感覺很不搭 調。因此我想在此環境中建立測驗與評量的機制，而且是一個能配合環境、能符 合當今教育理念的評量機制，所以決定在「網路中介模擬的系統」進行「多元智 能評量」，用此來評估學生在這種環境中的學習成效。
多元智能的評量特別適合在真實情境下進行，但真實的情境又不容易去營 造 。
目前教育界正在推動多元智能的教與學，以及多元化的教學評量。根據 Gardner（1993,1998）的論點，多元智能有八種呈現的方式，任何科目的教學結 果都能從這八種不同的方面來呈現和評量，而多元智能的評量特別適合在真實情 境下進行，但真實的情境又不容易去營造，例如：無法發給每個學生一千萬讓他 們練習投資。但利用現行的電腦技術我們可以在電腦中模擬一些日常生活中不容 易營造的情境，以利學生學習。所以我想將「多元智能評量」與「網路中介模擬 的系統」作結合，多元評量可在我們所營造的情境下不知不覺地進行。
舉例說明在 EC MUD 中可進行的多元智能評量。
我希望在虛擬實境的系統中請學生去扮演各種角色，可以讓學生有更多機會 運用他們的多元智能。在此環境中所設計出來的評量也較能符合多元智能評量方 式的特點；另一方面，我們亦可透過多元評量的實施來評估、判斷學生在模擬過 程中的學習成效，得知學生在此環境中學習的收穫。以下是以 EC MUD 為例，分 別舉例說明在 EC MUD 中可作哪些多元智能評量：
1.語言智能：記錄並觀察學生在 MUD 中的對話內容。
2.邏輯－數學智能：讓學生製作帳簿，列出每天的收支情況。
3.空間智能：讓學生試著設計自己的房間。
4.肢體－運作智能：偵測與觀察學生在 MUD 中操作的流暢度。
5.音樂智能：辦一個活動，請學生點一首歌給朋友並說明為什麼會點這首歌給
他？是因為歌詞還是旋律？
6.人際智能：觀察學生在 MUD 中常跟哪些人互動？透過什麼方式聯絡對方？
7.內省智能：讓學生製作店長日誌，寫下開店的經營理念與心得。
8.自然觀察者：觀察學生是否能選擇在天時、地利、人和的情況下做最適合的投 資。
1.2 研究目標
1. 利用電腦模擬各種真實的情境，可幫助多元智能的發展與多元評量的進行。
（驗證網路中介模擬環境可提升學生的多元智能。）
2. 將多元智能評量搬到此系統中進行，會比原本問卷式的測驗生動有趣，且符 合教育上的需求。（驗證多元智能評量很適合在網路中介模擬的環境中進行。）
1.3 論文架構
本論文的共有七個章，以下是每個章節的簡介：
第一章－介紹論文的研究動機與研究目標，說明我為什麼會想進行本研究。
第二章－介紹研究背景，說明目前各學者已經發表的理論。
第三章－介紹研究方法，說明我要用什麼方法來驗證我的研究目標。
第四章－介紹本系統，說明本實驗使用之系統的設計理念。
第五章－介紹實驗流程，說明在兩個中學進行實驗的過程與實驗結果的分析。
第六章－做總結，說明本研究對人類之貢獻以及未來還可以改善的地方。