计算机专业毕业论文外文翻译--一种通过刺激学习者动力来增加学习效率(编辑修改稿)

计算机专业毕业论文外文翻译--一种通过刺激学习者动力来增加学习效率(编辑修改稿)内容摘要：

vation and interactive functions. Also, if we see the results of Fig. 9, the overall system evaluation values are more than average value. This shows that the proposed system has a good performance. However, the proposed system needs still improvements. For example, encourage function was a text based function and did not provide a good stimulation. Also, the munication between the students and teacher (when they ask questions to the teacher) pared with other munications modes had a lower evaluation. Therefore, this munication mode should be improved. Considering, the ments and suggestions in Table 3, one of the teachers said that it will be better if the teacher and students match each other. Sometimes, there are some students that are not adapted with the way of teaching of some teachers. For this reason, it will be better if the system has some functions to deal with this problem. Also, the learner “A” said that he did not feel good that other learners know his ranking position. So, the privacy is another problem that should be considered. Another learner “F” said that he was concerned with the system security, because may be the information may flow and be seen from a third party. Therefore, we should consider also the security problems. The learner “J” suggestion was that will be better if there is a function that pares the results of a learner with his friends. So, the learners do not like to show their ranking to all learners in the system. But, it is not a problem if it shown to their friends. The learner “A” also suggested that the munication between students had a good effect on the learning efficiency. It looks that our system provided a good function in the case that the learner’s question was not in the database. In this case, the learner can municate with other learners present in the system and ask about the problems that did not understand. By providing these kinds of functions the learning efficiency can be increased. To deal with abovementioned problems, we will improve the proposed system as follows. amp。 Improving the encouraging function by using not only text but also the animations. amp。 Providing a matching function between learners and teachers. amp。 Providing a ranking function for teachers to improve their teaching efficiency. In the last experiment, 15 learners used the system and we collected the following data: Test Result (TR), Reference Time (RT) of studying materials, and Number of Reference (NR) of each item. The Average Value (AV) and Standard Deviation (SD) for each parameter are calculated by using formulas 1, 2, 3, 4, 5, and 6, respectively. The deviation values of TR (TRD) are decided based on formula 7, the deviation values of RT (RTD) are decided by formula 8, the deviation values of NR (NRD) are calculated using formula 9, and the Reference Efficiency (RE) values are calculated by formula these formulas, xi, yi, and zi are the data for each user in TR, RT, and NR columns of Table4. Table 4 Experiment results The learners grouping is carried out based on TRD and RE. In order to verify the experimental results, after the experiment, we carried out and investigation for each learner using a questionnaire and pared the experimental results with questionnaire results. The experiment results are shown in Table 4 and the grouping of learners is shown in Fig. 10. amp。 The group I has a good RE value, but TRD is not so good. The learners in this group have a low degree of understanding. According to the questionnaire investigation after the experiment, it was proved that degree of understanding was low, because there were many careless mistakes. Therefore, the system should inform these learners to be more careful during the study. amp。 The group II has good RE and TRD. The learners belonging to this group have high degree of understanding. In the questionnaire, C and J said that content of studying materials was very easy. Therefore, the system should give more difficult exercises in following learning steps. amp。 The group III has bad RE and TRD. According to questionnaire investigation, the learners in this group wanted more easy materials. Therefore, it is necessary to give more illustrated examples such as animations or images in order to get a better understanding. amp。 The group IV has a good TRD, but a bad RE. The learners of this group have study desire, but not good study efficiency. From the questionnaire investigation, we found that three persons among four learners checked very carefully studying materials. Therefore, the system should inform the learners to make more questions abouttheitems they did notunderstand. Thus, they can increase the study efficiency. 5 Comparison of MESIA and proposed system functions The parison between MESIA’s and the proposed system’s functions is shown in Table 5. In the proposed system the BB is used to give the hints by teacher, but in MESIA the hints are used to advice the learners on wrong answers and HELP/MORE for guiding learners to correct answers. As test function, MESIA uses a short test, while in our system the learner repeats the exercises until he passes the test. For teacher–student interaction, in MESIA are used the messages while in the proposed system is used the . In the case when a learner wants to ask the teacher a question, in MESIA is used an online message or video meeting, while, in our system, the teacher answers the student’s question by . Also, in our system the teacher and students can municate in real time using WM. The MESIA is used in the Intra environment, while the proposed system is a Webbased applica。