隨著高等教育在新冠肺炎期間改變原本的教學方式，愈來愈多的學校提供學生選擇親自到教室上課或在線學習的混成學習選項。即便混成學習為學生和教師帶來便利性，但它也帶來了參與度、積極性和師生互動率降低等學習環境冷漠的挑戰。教育專家長期以來一直提倡使用自我評估來讓學生監控自己的學習成效和學習方式，使學生更獨立學習。然而，如何在混成學習的環境下進行自我評估，目前還沒有太多研究。因此，本研究旨在探索、開發應用於混成學習課程的自我評估工具，並添加數據可視化方法，因應混成學習下學習環境冷漠的挑戰。本研究使用數據可視化為學生自我評估的反饋之一，視覺化的內容包含學生的學習習慣以及學習表現。藉由讓學生了解其他同儕的學習情況，以促進學生的批判性思維和對自身學習表現的反思。總結本研究的兩大貢獻（1）對於混成學習環境，開發一個自我評估工具，並從學生的觀點，改善使用上的易用性。（2）探討學生對於自我評估視覺化報表內容的看法，並找出有助於學生反思學習的內容。

As higher education adapts to fit students' needs during the pandemic, more schools are offering hybrid learning options wherein students can choose to attend in-person or online. Hybrid learning supports large classes and might seem convenient for both students and teachers, but it also brings challenges of an apathetic learning environment such as reduced participation, attendance, and motivation. Education experts have long advocated using self-assessment methods to allow students monitor their own progress, learning style and to learn more independently. But there is not yet much research on how to conduct self-assessment in hybrid learning environments, where interaction is scarce and impersonal. Therefore, this research seeks to explore, develop, and validate a self-assessment tool for hybrid learning classes, with added data visualization methods to cope with the challenge of apathy in hybrid learning environment. This research used data visualization as the feedback for student self-assessment, and the content of the visualization includes students’ learning habits and learning performance. We believe that visualizations can promote students’ critical thinking and reflection on their own learning performance by making them aware of the learning of other peers. We made two contributions from this research: (1) to develop a self-assessment tool for hybrid learning environments and to improve ease of use from students’ perspectives. (2) Explored students’ thoughts on the content of the self-assessment visual report, and explored the content that helped students to reflect on their learning.

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