教室內的數位互動式學習劇場

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吳韋毅(Wei-Yi Wu) 查詢紙本館藏

畢業系所

資訊工程學系

論文名稱

教室內的數位互動式學習劇場
(Digital Interactive Learning Theater in the Classroom)

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摘要(中)

戲劇被長時間公認是十分具有影響力的教學工具，許多教師會透過戲劇的方式讓學生在情境中學習，為輔助師生在教室內有效率地進行戲劇教學活動，數位鏡室學習劇場協助師生快速在教室內進行數位的戲劇活動，在數位劇場的舞台中，學生可藉由扮演課文中的角色來體驗教科書中的數位情境。
本研究延續數位鏡室學習劇場建立數位互動式學習劇場，運用Kinect的體感技術創造出在數位劇場內的互動模式與虛擬道具，表演者在戲劇演出的同時能進行互動體驗，此外，劇場具備數位的動態情境，藉由互動模式與動態情境的搭配，讓學生每次在進行數位戲劇演出時充滿新鮮感。
實際應用於國小六年級的英語課程一年後，研究結果顯示，相較於數位鏡室學習劇場，學生對於數位互動式學習劇場的喜愛程度較高，也覺得互動模式讓表演時更有樂趣且對學習有幫助，教師也認為，互動模式與虛擬道具能增加學生的樂趣，同時對學生產生激勵的效果。

摘要(英)

Drama is recognized as an influential instructional tool for a long time. Many teachers make use of educational drama for situated learning. In order to support educational drama activities in the classroom efficiently, Digital Self-Observable Learning Theater assists teachers and students to achieve digital educational drama activities in the classroom. By role-playing in the digital theater stage, students can perform with different digital scenes of the textbook.
In this research, we construct the system “Digital Interactive Learning Theater” in the classroom. With several interactive modes, virtual props and digital dynamic scenes, performers can manipulate these novelty things and feel realistically during digital educational drama activities.
Digital Interactive Learning Theater is applied on English as a Second Language course in sixth grade students of a local primary school one year. Compared to Digital Self-Observable Learning Theater, students have more enthusiasm for Digital Interactive Learning Theater. Students think that these interactive modes and virtual props make educational drama activities more interesting and helpful for their English learning. The teacher consider that students find pleasure in interactive modes and virtual props. Moreover, these students are also inspired simultaneously by Digital Interactive Learning Theater.

關鍵字(中)

★ 教育戲劇
★ 沉浸感
★ 學習遊樂場

關鍵字(英)

★ Drama in Education
★ Immersion
★ Digital Learning playground, DLP

論文目次

摘要 i
Abstract ii
誌謝 iii
目錄 v
圖目錄 vii
表目錄 ix
一、緒論 1
1-1 研究背景 1
1-2 研究動機 2
1-3 研究目標 4
1-4 問題與對策 5
1-5 論文架構 6
二、相關理論與研究 7
2-1 真實情境學習（Authentic Learning） 7
2-2 教育戲劇（Drama in Education） 9
2-3 沉浸感 (Immersion) 11
2-4 體感互動在學習上的應用 12
2-5 新奇效應 (Novelty effect or Von Restorff effect ) 13
2-6 學習遊樂場（Digital Learning playground, DLP） 13
2-7 數位鏡室學習劇場 15
三、研究假設與數位互動式學習劇場實作 16
3-1 研究假設 16
3-2 互動設計構想 16
3-3 數位互動式學習劇場設計 17
3-3-1 教學環境設計 18
3-3-2 學習劇場App 19
3-3-3 互動式的學習劇場程式 21
3-3-4 互動模式介紹與實作 22
3-3-5 互動模式設計與應用 26
3-4 系統架構 31
3-5 教學流程 34
四、應用於教學現場 37
4-1 使用對象 37
4-2 教學內容設計 38
4-3 融入學校課程 41
4-4 環境設置 43
4-5 系統推廣 44
4-5-1 康軒文教之產學合作 44
4-5-2 藝術與人文課 45
4-5-3 DREAM Hi 未來教育概念展 47
4-5-4 陽明大學教學演示 49
五、結果分析與討論 50
5-1 評估設計 50
5-1-1 沉浸感與互動量表 50
5-1-2 學生問卷 (互動式的學習劇場) 51
5-1-3 學生問卷 (線上評分) 51
5-1-4 長期學習成效分析 51
5-1-5 訪談 52
5-2 評估設計之流程與狀況 53
5-3 沉浸感與互動量表 54
5-3-1 數位鏡室學習劇場與數位互動式學習劇場比較 54
5-3-2 沉浸感與互動量表各面向之結果分析與討論 57
5-4 學生問卷 (互動式學習劇場) 58
5-5 學生問卷 (線上評分) 61
5-6 長期學習成效分析結果 64
5-7 學生訪談 65
5-8 教師訪談 70
5-9 結果討論 73
六、結論與未來研究 75
6-1 結論 75
6-2 未來研究 76
參考文獻 77
附錄一、沉浸感與互動量表(數位互動式學習劇場) 80
附錄二、沉浸感與互動量表(數位的鏡室學習劇場) 86
附錄三、學生問卷(互動模式) 92
附錄四、學生問卷(線上評分) 96

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指導教授

陳國棟(Gwo-Dong Chen)

審核日期

2016-8-12

推文