具辨識視覺互動學習形式的數位學習劇場

以作者查詢圖書館館藏

、以作者查詢臺灣博碩士

、以作者查詢全國書目

、勘誤回報

、線上人數：34

、訪客IP：3.149.29.95

姓名

李佳穎(Chia-Ying Lee) 查詢紙本館藏

畢業系所

資訊工程學系

論文名稱

具辨識視覺互動學習形式的數位學習劇場
(The Digital Learning Theater with Visual Interaction Understanding)

相關論文

★ 學習馬賽克-以教科書內容置入平板之合作式情境學習遊樂場	★ 為使用知識而設計的電子書- 以參考手冊為模式的電子書設計
★ 為使用知識而設計的電子書- 將紙本書籍以及電子書提供社群共建的機制	★ 高互動低資源損耗之課堂學習系統設計與實際教學環境導入接受度探討
★ 依學生偏好及學習狀態建構之學習輔助者與知識協尋系統	★ 網路資訊與學習系統之中文全文探勘工具
★ 支援使用者觀點之線上分析系統	★ 由網站行為歷程以貝式學習建立學習者模式之引導系統
★ 網路合作學習系統與小組互動觀察工具	★ 依作品集評量方式並支援學習狀況分析與監控之網路學習系統
★ 網路學習歷程之知識探索：學習效能評鑑之工具	★ 網路學習系統之手機端學習輔助系統
★ 以網站行為的歷程建立具時間性學習者模式	★ 行動學習資訊系統-學生端網路學習伺服器與個人數位助理端之學習系統
★ 應用貝式學習及決策樹之群組溝通網路監控系統	★ 以網路群組作品及活動依角色分析之群組合作監控系統

檔案

[Endnote RIS 格式]

[Bibtex 格式]

[相關文章]

[文章引用]

[完整記錄]

[館藏目錄]

[檢視]

[下載]

本電子論文使用權限為同意立即開放。
已達開放權限電子全文僅授權使用者為學術研究之目的，進行個人非營利性質之檢索、閱讀、列印。
請遵守中華民國著作權法之相關規定，切勿任意重製、散佈、改作、轉貼、播送，以免觸法。

摘要(中)

學習語言即是為了溝通，學生在戲劇中模擬演出真實情境中會遇到的問題來學習，並透過溝通互動以解決問題。但在生活中或職場上除了口語表達，也會需要與視覺相關的非語言溝通互動能力。因此，本研究建立了具辨識視覺互動學習形式的數位學習劇場，讓學生在戲劇情境中學習時，可利用圖片、實體物品或手寫文字學習語言及溝通中所需的視覺形式互動知識，透過視覺互動任務、視覺辨識功能及虛擬角色互動回饋，學生能立即得知自己在劇場中的視覺互動是否正確，了解自己的學習狀況並將錯誤加以改進，以達成任務。另外也有計分機制，在學生的互動結果正確時可得到分數獎勵，錯誤時則會扣分，讓學生以類似遊戲、競爭的方式演出戲劇，增加學習動機，進而提高學習成效。
本研究與桃園某大學教師合作並進行實驗，實驗組學生使用具辨識視覺互動學習形式的數位學習劇場，人數為31人，對照組學生使用不具辨識視覺互動功能的數位學習劇場，人數為44人。實驗結果顯示，具辨識視覺互動學習形式的數位學習劇場可提升學生語言學習成效，並且能增進語言溝通互動中所需的視覺互動能力。此外，透過問卷我們得知：學生們認為具辨識視覺互動學習形式的數位學習劇場的趣味性較高，也能增加學生的學習動機及加深對於學習的印象。

摘要(英)

Learning language is for communication. Students learn in the drama which simulate the problems that may encounter in the real situation, and solve the problems through communication and interaction. However, in life or in the workplace, in addition to oral expression, non-verbal communication and interactivity with visual relevance is also required. Therefore, this study built the digital learning theater with visual interaction understanding. The system allows students to use the pictures, physical objects or handwritten words to learn the language and the visual interactions knowledge required in communication. Through visual interactive tasks, visual recognition function and virtual character interaction feedback, students can immediately know whether their visual interaction in the drama is correct, understand their learning situation and correct the mistakes to achieve the task. In addition, there is a scoring mechanism. When the student’s interaction result is correct, they can get score rewards. When it is wrong, they will be deducted points. Let the students perform dramas in a similar way of game and competition, increase learning motivation, and improve learning outcomes.
This study cooperated with teachers in a university in Taoyuan City and conducted an experiment. The experimental group used the digital learning theater with visual interaction understanding. The number of students was 31. The control group used the digital learning theater without visual interaction understanding. The number of students was 44. The experimental results show that the digital learning theater with visual interaction understanding can improve the students′ language learning performance and enhance the visual interaction ability required in the communication. Moreover, through the questionnaire, we learned that the students think that the digital learning theater with visual interaction understanding is more interesting, and it can also increase students′ learning motivation and deepen their impression of learning.

關鍵字(中)

★ 戲劇式學習
★ 數位學習劇場
★ 影像辨識
★ 視覺互動

關鍵字(英)

★ Drama-based learning
★ Digital learning theater
★ Image recognition
★ Visual interaction

論文目次

摘要 vi
Abstract vii
誌謝 ix
目錄 x
圖目錄 xii
表目錄 xiii
一、緒論 1
1-1 研究背景 1
1-2 研究動機 4
1-3 研究目的 4
1-4 研究問題與對策 5
1-5 論文架構 6
二、相關研究 7
2-1 影像辨識在教育的應用 7
2-2 數位學習劇場 8
2-3 學習動機 9
三、系統設計與實作 11
3-1 設計理念 11
3-2 系統設計與架構 11
3-2-1 環境設計 11
3-2-2 系統架構 12
3-2-3 系統開發環境 13
3-3 系統實作 14
四、實驗設計 22
4-1 實驗假設 22
4-2 實驗對象 22
4-3 教學內容設計 23
4-4 環境設置 23
4-5 實驗流程 24
4-6 研究工具 28
五、結果分析與討論 30
5-1 學習成效分析 30
5-1-1 總成績 30
5-1-2 日文成績 32
5-1-3 溝通互動中的餐廳服務知識成績 35
5-2 趣味性分析 37
5-3 學習動機分析 38
5-4 學習印象分析 39
5-5 分析與討論 39
5-6 試驗 40
六、結論與未來研究 41
6-1 結論 41
6-2 未來研究 42
參考文獻 43
附錄一、學習劇本 46
附錄二、編擬試題 50
附錄三、問卷 51

參考文獻

王斐青(2015)。餐旅服務品質管理(第二版)。台灣：揚智。
吳韋毅. (2016)。教室內的數位互動式學習劇場。國立中央大學資訊工程學系碩士論文，桃園市。
李勇輝(2017)。學習動機、學習策略與學習成效關係之研究-以數位學習為例。經營管理學刊，68-86。
李祥煜(2014)。實體玩具結合數位遊戲與教育學習載具之設計製造與評估研究-以英文字母辨識為例。臺北教育大學數位科技設計學系(含玩具與遊戲設計碩士班)碩士論文，台北市。
林司樺(2019)。在數位劇場情境中之教師用卡片教學互動系統。國立中央大學資訊工程學系碩士論文，桃園市。
林尚樵(2018)。具虛擬演員之數位學習劇場。國立中央大學資訊工程學系碩士論文，桃園市。
柯舜仁(2007)。智慧型教育機器人. 建國科技大學自動化工程系暨機電光系統研究所碩士論文，彰化縣。取自 https://hdl.handle.net/11296/w6fqm5
徐子鈞(2018)。機器人在數位劇場中作為學習互動主持人的實作與探討。國立中央大學資訊工程學系碩士論文，桃園市。
張春興(1996)。教育心理學-三化取向的理論與實踐。臺北市：東華。
黃招憲、郭德信、王淑麗(2005)。餐旅日語(上)。台灣：致良。
劉又慈(2018)。教室中具觀眾參與互動的數位劇場學習系統。國立中央大學資訊工程學系碩士論文，桃園市。
劉育芳(2017)。數位劇場與戲劇式學習之情境與角色安排與扮演考量。國立中央大學資訊工程學系碩士論文，桃園市。
魏昱婷(2013)。教育型機器人之視覺功能實現。國立中央大學電機工程學系碩士論文，桃園市。取自 http://ir.lib.ncu.edu.tw/handle/987654321/61159
羅元甫(2015)。教室內的數位鏡室學習劇場。國立中央大學資訊工程學系碩士論文，桃園市。
Afzal, H., Ali, I., Aslam Khan, M., & Hamid, K. (2010). A Study of University Students’ Motivation and Its Relationship with Their Academic Performance. International Journal of Business and Management, 5, 80-88. doi:10.5539/ijbm.v5n4p80
Alhadi, S., & Saputra, W. N. E. (2017, 2017/05). The Relationship between Learning Motivation and Learning Outcome of Junior High School Students in Yogyakarta. In 1st Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2017) (pp.). Atlantis Press.
Andersen, C. (2004). Learning in "As-If" Worlds: Cognition in Drama in Education. Theory Into Practice, 43(4), 281-286. doi:10.1207/s15430421tip4304_6
Bacca, J., Baldiris, S., Fabregat, R., & Graf, S. (2014). Augmented reality trends in education: a systematic review of research and applications.
Belliveau, G., & Kim, W. (2013). Drama in L2 learning: A research synthesis. 2013(02), 7-27.
Billinghurst, M. (2002). Augmented reality in education. 12(5), 1-5.
Brown, H. D. (2000). Principles of language learning and teaching: Pearson Education ESL.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated Cognition and the Culture of Learning. 18(1), 32-42. doi:10.3102/0013189x018001032
Burdea, G. C., & Coiffet, P. (2003). Virtual Reality Technology: Wiley.
Cherry, K. (2019). Types of Nonverbal Communication. Retrieved May 21, 2019, from https://www.verywellmind.com/types-of-nonverbal-communication-2795397
Choi, J.-I., & Hannafin, M. (1995). Situated Cognition and Learning Environments: Roles, Structures, and Implications for Design (Vol. 43).
Ciampa, K. (2014). Learning in a mobile age: an investigation of student motivation. 30(1), 82-96.
Courtney, R. (1989). Play, drama & thought: The intellectual background to dramatic education: Dundurn.
Deci, E., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior: Springer US.
Devlin, K., & Rosenberg, D. (2006). Information in the Study of Human Interaction.
Ekman, P., Sorenson, E. R., & Friesen, W. V. (1969). Pan-cultural elements in facial displays of emotion. Science, 164(3875), 86-88. doi:10.1126/science.164.3875.86
Ellis, R. (2003). Task-based Language Learning and Teaching: OUP Oxford.
Freina, L., & Ott, M. (2015). A literature review on immersive virtual reality in education: state of the art and perspectives. In The International Scientific Conference eLearning and Software for Education (Vols. 1, pp. 133). " Carol I" National Defence University.
Ganskop, D. (2010). Psychological benefits and educational potential of physically immersive artificial environment pedagogy.
Greenberg, R., Kolvoord, R. A., Magisos, M., Strom, R. G., & Croft, S. (1993). Image processing for teaching. Journal of Science Education and Technology, 2(3), 469-480. doi:10.1007/BF00694429
Kamada, H., Ishikawa, T., & Yoshikawa, K. (2018). A Proposal of Color Image Processing Applications for Education. In Colorimetry and Image Processing.
Keller, J. M. (1987). Development and use of the ARCS model of instructional design. 10(3), 2. doi:10.1007/bf02905780
Kesim, M., & Ozarslan, Y. (2012). Augmented Reality in Education: Current Technologies and the Potential for Education. Procedia - Social and Behavioral Sciences, 47, 297-302. doi:https://doi.org/10.1016/j.sbspro.2012.06.654
Kouyoumdjian, H. (2012). Learning Through Visuals. Retrieved May 25, 2019, from https://www.psychologytoday.com/us/blog/get-psyched/201207/learning-through-visuals?fbclid=IwAR2ewuEyxAa_5IRWQmvFeKQhzo7_xqEVH9nWyAaRhhgX3vMYoW9sWdXTSD8
Kundu, M. R. (1976). Visual Literacy: Teaching Non-Verbal Communication Through Television. Educational Technology, 16(8), 31-33.
Littlewood, W., William, L., Press, C. U., & Swan, M. (1981). Communicative Language Teaching: An Introduction: Cambridge University Press.
Malone, T. W., & Lepper, M. (1987). Making learning fun: A Taxonomy of Intrinsic Motivations for Learning.
Miller, G. A., & Gildea, P. M. (1987). How Children Learn Words. Scientific American, 257(3), 94-99.
Poonia, V. S. (2010). Advertising Management: Gennext Publication.
Ramiah, S., Yu Liong, T., & Jayabalan, M. (2015). Detecting text based image with optical character recognition for English translation and speech using Android.
Stensrud, R., & Stensrud, K. (1983). Teaching styles and learning styles of public school teachers. Perceptual and Motor Skills, 56(2), 414-414. doi:10.2466/pms.1983.56.2.414
Ullah, S. (2011). Multi-modal Interaction in Collaborative Virtual Environments: Study and analysis of performance in collaborative work. Université d′Evry-Val d′Essonne,
Wharton, A. S., & Erickson, R. J. (1993). Managing Emotions on the Job and at Home: Understanding the Consequences of Multiple Emotional Roles. The Academy of Management Review, 18(3), 457-486. doi:10.2307/258905
Wikipedia contributors. (8 May 2019 09:30 UTC). Task-based language learning. Retrieved Jun 20, 2019, from https://en.wikipedia.org/w/index.php?title=Task-based_language_learning&oldid=896102747
Wu, Q., Wang, S., Cao, J., He, B., Yu, C., & Zheng, J. (2019). Object Recognition-Based Second Language Learning Educational Robot System for Chinese Preschool Children. IEEE Access, 7, 7301-7312. doi:10.1109/access.2018.2890438

指導教授

陳國棟(Gwo-Dong Chen)

審核日期

2019-7-23

推文