Development and Evaluation of Presence-enhanced e-larning design

本研究旨在发展并评估电子学习设计方法，以提高学习者的存在感，以防止辍学。本研究所指的“在场”是指学习者在网络学习环境中面对面上课时所感知到的感觉。本研究的建议可让教育工作者促进电子学习的使用，并利用要点设计适合学习者的电子学习系统和内容。2004年，我们利用国内外的企业和教育机构对电子学习设计进行了全面的研究。我们就提高学习者在场感的电子学习实践设计与国内外研究者进行了访谈。结果表明，教育工作者必须具备实用知识，让学习者在没有应用媒体意识的情况下，沉浸在虚拟的电子学习环境中。2005年，我们从情感的角度评估了计算机媒介交流（CMC）工具（公告板系统（BBS）、电子邮件和交互式黑板）对增强学习者在场感的影响。本研究的结果显示，学习者在课堂上使用互动黑板时，对社交存在感的评价显著提高。关于电子邮件和BBS的研究结果表明，伙伴地位的影响体现在学习者阅读时产生的情绪、他们对其他学习者情绪状态的解释、信息的内容以及如何写回复。我们设计并开发了在场增强电子学习，并从情感方面和学习绩效方面对其效果进行了评价。结果表明，使用同步CMC工具（如聊天工具）进行实时交流可以增强学习者的存在感，提高学习绩效。我们进行了另一项实验来评估手写、打字和笔板系统。结果表明，手写媒体对学习者的记忆能力和存在感有积极的影响。

This study aims to develop and evaluate e-learning design methods for the enhancement of learner's presence, in order to prevent drop-out. "Presence" referred in this research means perceived feeling as learners take a face-to-face class in e-learning environment. Suggestion from this research allows educator to promote the use of e-learning and use essential points to design learner-friendly e-learning system and contents.We research overall of e-learning design using company and educational organization in domestic and foreign countries in 2004. We interviewed with domestic and foreign researchers about practical design of e-learning for the enhancement of learner's presence. The results show that it is important for educator to have practical knowledge which let learners feel immergence in virtual e-learning environment without consciousness of applied media.In 2005, we evaluate the effect of computer-mediated communication (CMC) tools (Bulletin Board Systems (BBS), e-mail, and interactive blachboard) on the enhancement of learner's presence from the affective viewpoint. Results from this research reveal learners evaluated significantly high social presences in the lecture by using an interactive blackboard. Results from research about E-mail and BBS suggest the influence by a partner's status was seen in the learner's emotions produced by reading, their interpretation of other learner's emotional states, the contents of the message, and how to write the reply.We designed and developed presence-enhanced e-learning, and evaluated its effects from the viewpoints of affective side and learning performance. The results show that real-time communication using Synchronous CMC tools such as chat enhanced learner's presence, and promote high learning performance. We conducted another experiment for evaluation of handwriting, typing, and pen-tablet system. The results shows handwriting-based media had a positive effect on learner's memorization ability and presence.