設計機器人成為腹語娃娃演員作為學習展現夥伴的情境學習系統

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：36

、訪客IP：3.144.251.72

姓名

顧詠涵(Yung-Han Ku) 查詢紙本館藏

畢業系所

資訊工程學系

論文名稱

設計機器人成為腹語娃娃演員作為學習展現夥伴的情境學習系統
(Design a robot to become a ventriloquist doll actor as learning partner in a situated learning system)

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)

知識的取得與其發生的環境息息相關，然而在學校課堂中真實情境往往難以取得。相關研究證實蘇格拉底式提問法對能夠幫助學習者解決問題與分析概念，然而師生比例低的學校教育中難以讓每位學生皆有機會以此方式學習。腹語術即為一種一人分飾多角的表演方式，透過設計腹語表演，學習者不僅能於過程中站在兩個角色的立場進行蘇格拉底式對話來為角色提供適當語境，亦能將內心中自我對話的過程作為表演展現出來，相關研究亦證實腹語行為能幫助參與者理解生活情境中事件的關係。機器人的應用也被證實對學習者之學習成效有益，科技發展與自然語言處理技術的進步使得在教室中使用機器人的門檻降低。本研究使用數位學習劇場作為情境式學習系統，讓學習者以機器人做為腹語娃娃設計專屬腹語術表演，並將與其共同排演，最終於數位學習劇場中共同演出已展現學習成果。實驗結果證明使用本研究開發之系統對學習者之學習成效具有正面的影響。

摘要(英)

The acquisition of knowledge is strongly related to the environment in which it occurs, but real situation is always difficult to acquire in the classrooms. Relevant studies have confirmed that the Socratic questioning method can help learners solve problems and analyze concepts. However, in schools with a low teacher-student ratio, it is difficult for every student to have the opportunity to learn in this way. Ventriloquism is one of the ways of performing to play multiple roles. By designing ventriloquism, learners can not only stand in the position of two characters and conduct Socratic dialogues in the process to provide appropriate context for the characters, but also The process of inner self-dialogue is shown as a performance. Related research has also confirmed that ventriloquism can help participants understand the relationship between events in life situations. The application of robots has also been proved to be beneficial to learners′ learning effectiveness. The development of science and technology and the advancement of natural language processing technology make it easier to use robots in classrooms. This research uses Digital Learning Theater (DLT) as a situated learning system, allowing learners to use robots as ventriloquism dolls to design exclusive ventriloquism performances and rehearse them together. Finally, they will perform together in DLT to show their learning outcome. The results prove that the use of the system developed by this research has a positive impact on the learning effectiveness of learners.

關鍵字(中)

★ 情境式學習
★ 腹語術
★ 聊天機器人
★ 設計本位學習
★ 蘇格拉底提問法
★ 自我對話

關鍵字(英)

★ situated learning
★ ventriloquism
★ chatbot
★ design-based learning
★ Socratic questioning
★ self-talk

論文目次

摘要 i
Abstract ii
目錄 iv
圖目錄 viii
表目錄 x
一、緒論 1
1-1 研究背景與動機 1
1-2 研究目標 3
1-3 研究問題與對策 4
1-3-1 建立情境式學習系統 4
1-3-2 腹語娃娃作為工具 4
1-3-3 機器人技術融入課程 4
1-3-4 學習者設計腹語娃娃 4
1-3-5 驗證學習成效 5
1-4 研究假設 5
二、相關研究 6
2-1 情境式學習 6
2-2 戲劇式學習與數位學習劇場 6
2-3 蘇格拉底式對話與自我對話 7
2-4 腹語術與腹語娃娃 8
2-5 設計本位學習 9
2-6 機器人融入課堂 9
三、學習模式 11
3-1 課程學習 11
3-2 設計腹語娃娃 11
3-3 共同練習 11
3-4 成果展現 12
四、系統設計與實作 13
4-1 設計理念 13
4-2 系統設計 13
4-2-1 腹語機器人設計 14
4-2-2 腹語對話機制設計 15
4-2-3 學習情境設計 15
4-3 系統實作 17
4-3-1 腹語機器人實作 17
4-3-2 腹語機器人語音辨識 18
4-3-3 腹語機器人語音合成 18
4-3-4 腹語對話機制實作 19
4-3-5 中繼伺服器 20
4-3-6 Socket協議與音訊編碼傳輸 21
4-3-7 結合具腹語對話機制之腹語機器與情境學習系統 22
五、實驗設計 24
5-1 實驗假設 24
5-2 研究對象 24
5-3 實驗流程 24
5-3-1 課程學習 24
5-3-2 對話設計 25
5-3-3 練習與表演設計 25
5-3-4 成果展現 25
5-3-5 課程安排 26
5-3-6 線上測驗 26
5-3-7 線上教學 27
5-3-8 排練與正式演出 27
5-3-9 課後練習 28
5-4 實驗評估 29
5-4-1 施策工具（一），前測與後測試卷 29
5-4-2 施策工具（二），自編問卷 30
5-4-3 評估工具 30
六、實驗結果與討論 32
6-1 實學習成效分析 32
6-1-1 獨立樣本t檢定 32
6-1-2 常態分佈檢定 32
6-1-3 組內迴歸係數同質性檢定 33
6-1-4 共變異數分析（Analysis of Covariance，ANCOVA） 33
6-1-5 學習成效結果討論 35
6-2 問卷分析 35
6-2-1 問卷信度分析 35
6-2-2 問卷結果分析 36
七、結論與未來研究 38
7-1 結論 38
7-2 未來研究 38
7-2-1 日文語音辨識與資料庫設計 38
7-2-2 腹語對話機器人語意判斷 39
7-2-3 應用場域的網路問題 39
參考文獻 40
附錄一、課前測驗 43
附錄二、課後測驗 45
附錄三、實驗組問卷 47
附錄四、對照組問卷 48
附錄五、論文關鍵字（英文版） 49
附錄六、圖表英文對照 51

參考文獻

羅元甫 (2015)。教室內的數位鏡室學習劇場〔未出版之碩士論文〕。國立中央大學資訊工程學系。
Anderson, A. (1997). Learning strategies in physical education: Self-talk, imagery, and goal-setting. Journal of physical education, recreation & dance, 68(1), 30-35.
Anderson, J. R., Reder, L. M., & Simon, H. A. (1996). Situated learning and education. Educational Researcher, 25(4), 5-11.
Barron, B., & Darling-Hammond, L. (2008). Powerful learning: Studies show deep understanding derives from collaborative methods. Edutopia.(October 2008). http://www.edutopia.org/inquiry-project-learning-research.
Bateman, A. (2018). Ventriloquism as early literacy practice: Making meaning in pretend play. Early Years, 38(1), 68-85.
Beck, A. T. (2008). The evolution of the cognitive model of depression and its neurobiological correlates. American Journal of Psychiatry, 165(8), 969-977.
Bers, M. U., Ponte, I., Juelich, C., Viera, A., & Schenker, J. (2002). Teachers as Designers: Integrating Robotics in Early Childhood Education. Information Technology in Childhood Education Annual, 2002(1), 123-145.
Bolton, G. (2005). Taking responsibility for our stories: in reflective practice, action learning, and Socratic dialogue. Teaching in Higher Education, 10(2), 271-280.
Breazeal, C. (2003). Emotion and sociable humanoid robots [Article]. International Journal of Human Computer Studies, 59(1-2), 119-155. https://doi.org/10.1016/S1071-5819(03)00018-1
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational researcher, 18(1), 32-42.
Butler, C. W. (2016). Talk and social interaction in the playground. Routledge.
Cejka, E., Rogers, C., & Portsmore, M. (2006). Kindergarten robotics: Using robotics to motivate math, science, and engineering literacy in elementary school. International Journal of Engineering Education, 22(4), 711-722. https://doi.org/10.1016/j.compedu.2013.10.020
Chang, K.-E., Lin, M.-L., & Chen, S.-W. (1998). Application of the Socratic dialogue on corrective learning of subtraction. Computers & Education, 31(1), 55-68.
Chew, S. W., Lin, I.-H., & Chen, N.-S. (2019). Using Socratic questioning strategy to enhance critical thinking skill of elementary school students. 2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT),
Doppelt, Y., Mehalik, M. M., Schunn, C. D., Silk, E., & Krysinski, D. (2008). Engagement and achievements: A case study of design-based learning in a science context. Journal of technology education, 19(2), 22-39.
Duffy, T. M., & Cunningham, D. J. (1996). Constructivism: Implications for the design and delivery of instruction. In D.J. Jonassen (Ed.), Handbook of research for educational communication and technology (pp. 170– 198). New York: McMillan.
Galante, A., & Thomson, R. I. (2017). The effectiveness of drama as an instructional approach for the development of second language oral fluency, comprehensibility, and accentedness. Tesol Quarterly, 51(1), 115-142.
Herrington, J., Reeves, T. C., & Oliver, R. (2014). Authentic learning environments. In Handbook of research on educational communications and technology (pp. 401-412). Springer.
Hmelo, C. E., Holton, D. L., & Kolodner, J. L. (2000). Designing to learn about complex systems. The journal of the learning sciences, 9(3), 247-298.
Johnson, J. (2003). Children, robotics, and education. Artificial Life and Robotics, 7(1-2), 16-21.
Kanda, T., Hirano, T., Eaton, D., & Ishiguro, H. (2004). Interactive Robots as Social Partners and Peer Tutors for Children: A Field Trial. Human Computer Interaction (Special issues on human-robot interaction), 19, 61-84. https://doi.org/10.1207/s15327051hci1901&2_4
Kazakoff, E., & Bers, M. (2012). Programming in a Robotics Context in the Kindergarten Classroom: The Impact on Sequencing Skills. Journal of Educational Multimedia and Hypermedia, 21(4), 371-391.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge university press.
Mehalik, M. M., Doppelt, Y., & Schuun, C. D. (2008). Middle‐school science through design‐based learning versus scripted inquiry: Better overall science concept learning and equity gap reduction. Journal of engineering education, 97(1), 71-85.
Nelson, D. (2004). Design based learning delivers required standards in all subjects. K12. Journal of Interdisciplinary Studies, 17(1), 1-9.
Papert, S. (1980). Mindstorms: children, computers, and powerful ideas. Basic Books, Inc.
Porter, C., Brunschwig, J., Lloyd, G. E. R., Lloyd, G. E., & Pellegrin, P. (2003). A Guide to Greek Thought: Major Figures and Trends. Harvard University Press.
Reeves, B., & Nass, C. (1996). The media equation: How people treat computers, television, and new media like real people. Cambridge university press Cambridge, United Kingdom.
Stern, S. L. (1980). Drama in second language learning from a psycholinguistic perspective. language Learning, 30(1), 77-100.
Vedeler, L. (1997). Dramatic play: a format for ‘literate’language? British Journal of Educational Psychology, 67(2), 153-167.
Wu, W., Luo, Y., Huang, D., Huang, C., Peng, Y., & Chen, G. (2015). A Self-Observable Learning Cinema in the Classroom. The 23rd International Conference on Computers in Education.

指導教授

陳國棟(Gwo-Dong Chen)

審核日期

2021-9-8

推文