Contributions: A concept-map-based remedial learning system is presented to enhance students’ grasp of the learning concepts of the IEEE floating-point standard and microprocessor without interlocked pipeline stages (MIPSs) encoding according to their understanding of these learning concepts. Background: Concept maps have been used to represent the knowledge structures of learning topics. This study presents another usage of concept maps, illustrating the prerequisite relationships between and among the learning concepts in a concept map. Simulation-based systems for learning the IEEE floating-point standard and MIPS encoding have been implemented. A simple remedial learning system that helps students to learn the IEEE floating-point standard and MIPS encoding would therefore be valuable, but had yet to be designed. Intended Outcomes: Students’ understandings of the IEEE floating-point standard and MIPS encoding are expected to enhance via studying the remedial materials generated by this system. Application Design: A one-group-pretest-posttest design was utilized. The students first took a pretest to get their grasp of the learning concepts, and then studied the remedial learning materials according to their understanding of the learning concepts in the pretest. Findings: 1) The score progress of the IEEE floating-point learners was significant after they undertook remedial learning; 2) the score progress of the low-achieving students was significantly greater than that of the high-achieving students, in their learning of the IEEE float-pointing standard; 3) the score progress of the MIPS encoding learners was significant after they undertook remedial learning; and 4) the score progress of the low-achieving students was significantly greater than that of the high-achieving students in their learning of MIPS encoding, with weak evidence.

中文翻译：

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基于概念图的补习学习系统及其在IEEE浮点标准和MIPS编码中的应用

贡献： 提出了一种基于概念图的补习学习系统，以增强学生对IEEE浮点标准和微处理器的学习概念的掌握，而无需根据互锁管线级（MIPS）编码，即可根据他们对这些学习概念的理解。 背景：概念图已用于表示学习主题的知识结构。这项研究提出了概念图的另一种用法，说明了概念图中学习概念之间的先决条件关系。已经实现了用于学习IEEE浮点标准和MIPS编码的基于仿真的系统。因此，一个简单的补习学习系统可以帮助学生学习IEEE浮点标准和MIPS编码，这将是有价值的，但尚未设计出来。预期结果： 通过研究此系统生成的补救材料，有望提高学生对IEEE浮点标准和MIPS编码的理解。 应用设计：使用了一组前测试后测试设计。学生首先进行了预测，以掌握学习概念，然后根据对预测中学习概念的理解，学习了补习性学习材料。发现：1）IEEE浮点学习者在进行补习后获得了明显的进步；2）在学习IEEE浮点数标准时，成绩差的学生的成绩进步明显高于成绩差的学生；3）MIPS编码学习者在进行补习学习后的成绩进步非常显着；4）在学习MIPS编码方面，低成就学生的分数进步明显高于高成就学生的分数进步，证据不足。