【正文】 values received from the questionnaires. As can be seen from these figures, the proposed system was evaluated with good scores for both the learner’s motivation 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。 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。 Learner’s privacy. amp。 Providing a ranking function for teachers to improve their teaching efficiency. Acknowledgements The authors would like to thank Computer Science Laboratory (CSL) of Fukuoka Institute of Technology (FIT), Japan and Japan Society for the Promotion of Science (JSPS) for supporting partially this work. Fig. 2 System structure Fig. 3 Interface of elearning subsystem Fig. 4 Elearning flow Fig. 5 Teacher interface Fig. 6 Learner support subsystem References , L., amp。 Kambayashi, Y. (1999). Support of distance lectures using active database. IEICE Transactions, DI(821), 247–255. , A., Barolli, L., Cheng, Z., amp。 Kamejima, K. (1999). An evaluation system of historical data based on learning environment Journal,409,3596–3607. , N., Koike, Y., Maruyama, M., Touhei, H., Fukuhara, Y., amp。 Mizoguchi, F. (1999). Design for personal adaptive system of remote education system. 59 National General Conference, Information Processing Society of Japan (IPSJ), 4–265. , M., Kuwabara, T., Yamada, K., Nakamura, Y., Mitsunaga, Y., Konishi, N., Amano, K. (2020). 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(J839), 1013–1024. , T., Nakayasu, H., Morita, E., amp。 Giuseppe De Marco 一 種通過刺激學習者動力來增加學習效率的以網(wǎng)絡為基礎的電子學習體系 摘要： 由于網(wǎng)絡提供了很多的機會，越來越多的人都選用了遠程教學課程。原因之一是當學習者對學習資料的學習欲望很低。學習子系統(tǒng)增加了學習者的學習欲望。我們運用了一下幾點新特點：展示學習者的學習經(jīng)歷，界面色彩的轉變，鼓勵功能，分級功能，自我決定學習資料和學習者分組，以此讓這個系統(tǒng)增加學習效率。原因之一是當學習者對學習資料的學習欲望很低。這個系統(tǒng)是建立在學習環(huán)境和教育軟件記錄的歷史數(shù)據(jù)的基礎 上的。 為了給學習者提供一個合適且高效的學習，在此文章中，我們提出了一個建立在網(wǎng)絡基礎上的遠程教學系統(tǒng)，提高學習者的學習效率。我們運用了一下幾點新數(shù)據(jù)：展示學習者的學習經(jīng)驗，界面色彩的轉變，鼓勵功能，分級功能，自我決定學習資料和學習者分組，通過這個系統(tǒng)來提高學習效率。在第四章節(jié)，我們討論了評估結果。為了 擁有一個廣泛的申請范疇，我們只用了標準的功能。系統(tǒng)邏輯，我們用 Java 和 Java Servlet。 學習子系統(tǒng)包括學習資料，考試習題和刺激學習者動力的一些功能。 這個系統(tǒng)是如下運作的：在開始的時候，學習者開始學習學習資料。如果這個學習者明白了問教師的那個問題之后，他就會回到學習子系統(tǒng)繼續(xù)學習。在提交之后，成績就會顯示在電腦上。教師可以通過這個子系統(tǒng)能夠評估學習者的學習情況。 ? 學習者支持子系統(tǒng)的 FAQ。 教師支持子系統(tǒng)的主要界面展示請看數(shù)據(jù) 5。表格上顯示如下信息： ? 學習者是否在線。一旦點擊表格中某個學習者的登錄名，這個學習者的具體信息就會顯示在主要框架上。教師可以用 BB 向學習者解釋他們不懂的段落。如果提出過的問題還沒有得到解答，這個學習者可以等答案公布在 BB上。盡管如此，這個系統(tǒng)也可以通過電子郵件來進行非同步模式的溝通。這三個問卷請看為表格 1， 2和 3。我們用了一個五分制的評估系統(tǒng)。從這些數(shù)據(jù)上可以看出，這個系統(tǒng)在學習者動力和交互功能上得到了很好的分數(shù)。比方說，鼓勵功能是建立在文章的基 礎上的功能，無法提供很好的激勵。有時候，有些學生不能適應一些教師的教學方式。學習者“ F”說，他很擔心系統(tǒng)的安全性，信息的流通會被第三者看到。不過，給他們的朋友看就不是問題了。提供了這些功能之后，學習效率也就提高了。 在最后的實驗中， 15名用這個系統(tǒng)的學習者為我們收集了以下數(shù)據(jù)：測試結果（ TR），學習材料的參考時間（ RT），每個項目的參考標號（ NR），平均值（ AV）和每個參數(shù)的標準偏差 (SD)用公式 1， 2， 3， 4， 5和 6進行精確的計算。為了核實實驗結果，在實驗結束后，我們對每個學習者進行了問卷調查，并對問卷結果進行了比較。根據(jù)實驗后的問卷調查，理解力低是由于很多的失誤。在這個問卷中， C和J說學習資料的內(nèi)容很簡 單。因此，有必要提供更多插圖性的例子，比如動畫或者圖像促進更好的理解。因此，這個系統(tǒng)應該提醒學習者對項目中的不明白的地方提出更多的問題。在測試功能上， MESIA測試簡短，而我們的系統(tǒng)做重復性的練習，直到其通過測試。 MESIA 是在 網(wǎng)絡環(huán)境中運用的，而我們提議的系統(tǒng)是以網(wǎng)絡為基礎的應用，且可在網(wǎng)絡環(huán)境中運用的。 6 總結和未來的工作 這篇文章中，我們提議了一個以網(wǎng)絡為基礎的遠程教學系統(tǒng)，通過刺激學者動力和提供一些互動功能來提高學習者的效率。這也證明提議的系統(tǒng)起了很好的作用。學生和教師之間的溝通有待改善。 ? 除了文章之外，還運用動畫來改善鼓