作為教室教學伙伴之可程式化機器人

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：147

、訪客IP：3.144.28.50

姓名

石兆芬(Chao-fen Shih) 查詢紙本館藏

畢業系所

資訊工程學系

論文名稱

作為教室教學伙伴之可程式化機器人
(Robot as a Storytelling Partner in the English Classroom)

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)

隨著機器人在教育上的廣泛運用，機器人的科技讓我們對教育實踐的夢想又往前ㄧ大步，在教學上的功能與所扮演的角色，更趨多樣化來支援老師的功能與人們原有的互動。
而本論文提出ㄧ套編輯系統，將一個市售的平價機器人加值為可程式化機器人的教學輔具，來讓老師可依教材活動需求來組合機器人功能元件，編輯成互動教學腳本運用於英文說故事課程中，藉由控制已規劃好的機器人腳本來和老師呈現腹語效果的教學表演活動。
經過系統可行性評估與機器人導入教室教學實驗，其研究結果顯示，老師對於系統操作滿意度高，且有效改善說故事之課程準備與教學技巧上的困擾，也提供ㄧ項新的教具選擇。而對於機器人做為國小低年級教室內的教師教學伙伴，確實能活絡學習氣氛與提升學生專注力，明顯表現高動機的行為反應，比起傳統老師故事教學，以及去年機器人單獨說故事的接受度高，學生因為機器人與老師的新型態互動表演模式而更喜歡英文課，期待下次英文或其他課程有機器人加入教學活動。

摘要(英)

Following the robot in widespread application education, the robotic technology let us proceed to the dream of instructive practice. The teaching function and the role which acts are tending to variety to supplement teachers’ tasks and human interaction.
This study is to develop a robot storytelling programming kit, and allow teachers to combine the robot functional models depending on their teaching demands. To edit the interaction scripts to utilize during English storytelling class. To edit the interaction scripts during English storytelling class, and teacher controls the robot by programmed robot’s script to show teaching performance of ventriloquial effect.
According to the evaluation result of the system usability and a robot being the partner of a teacher during experimental lesson, there are highly satisfied in the new system implementation and effectively improved teacher’s organization and technique of difficulties in the storytelling lesson. Besides, teachers have a choice of teaching aids. In regard to a robot being the partner of a teacher in the elementary school is assured to improve students’’ concentration and learning atmosphere during the storytelling activities, and significantly appears the highly motivation behavior response. To compare with the traditional teacher story teaching and a robot tell the story alone, this new teaching method has higher acceptance rate. Students like English course because of the robot and the teacher interaction and performance pattern, and also expect to the robot join the teaching activity next English class or other courses.

關鍵字(中)

★ 故事教學
★ 英語教學
★ 機器人
★ 偶

關鍵字(英)

★ English learning
★ puppet
★ classroom
★ Robot
★ storytelling

論文目次

中文摘要………………………………………………………………………………i
英文摘要 ……………………………………………………………………………ii
誌謝…………………………………………………………………………………iii
目錄 …………………………………………………………………………………iv
圖片目錄 ……………………………………………………………………………vi
表格目錄……………………………………………………………………………vii
第1章緒論 …………………………………………………………………………1
1-1 研究背景……………………………………………………………………1
1-1-1 關於機器人…………………………………………………………1
1-1-2 說故事相關輔具與技術……………………………………………2
1-2 研究動機 …………………………………………………………………3
1-3 研究目標 …………………………………………………………………4
1-4 問題與對策 ………………………………………………………………4
1-5 論文架構 …………………………………………………………………6
第2章機器人在教室內運用之相關研究、理論與工具……………………………7
2-1 相關研究……………………………………………………………………7
2-1-1 機器人作為教學輔具之研究………………………………………7
2-1-2 說故事相關輔具技術………………………………………………9
2-2 相關理論 …………………………………………………………………10
2-2-1 說故事教學法 ……………………………………………………10
2-2-2 偶在教育上的運用 ………………………………………………11
2-2-3 外語學習動機 ……………………………………………………13
2-3 相關技術與工具 …………………………………………………………13
第3章機器人於英語課堂的應用…………………………………………………16
3-1 說故事技巧 ………………………………………………………………16
3-2 機器人做為教室說故事的最佳良伴 ……………………………………19
3-3 說故事活動設計 …………………………………………………………21
3-4 機器人導入故事教學課程 ………………………………………………22
第4章可程式化機器人說故事工具實作…………………………………………24
4-1 軟體、硬體與實驗環境……………………………………………………24
4-2 使用者操作介面 …………………………………………………………27
4-3 說故事活動模式運作流程 ………………………………………………31
第5章實驗分析與討論……………………………………………………………32
5-1 實驗ㄧ：系統設計可行性評估 …………………………………………32
iv
5-2 實驗二：傳統故事教學V.S機器人故事教學……………………………36
5-3 實驗三：機器人故事教學效果……………………………………………41
5-4 教師使用機器人之教學歷程感受 ………………………………………52
第6章結論…………………………………………………………………………55
參考文獻 ……………………………………………………………………………57
附錄一：英文說故事實驗課程教案…………………………………………………60
附錄二：系統使用前後可行性評估問卷……………………………………………61
附錄三：學生對教學實驗滿意度問卷………………………………………………63
附錄四：與老師訪談資料……………………………………………………………65
附錄五：教學方式與教學效果的T檢定……………………………………………66

參考文獻

[1] 施玉惠、朱惠美，「國小英語課程之精神與特色」，教育研究資訊，7卷2期，1-5頁，民國88年。
[2] 詹竹莘，表演技術與表演教程，書林書局，臺北，1997。
[3] 游鎮嘉，「應用史賓機器人於英語教室作為教師之教學伙伴」，國立中央大學，碩士論文，民國95年。
[4] 楊式美，「談如何善用英文故事書與教學策略來進行說故事」，中師語文，12， 28-34頁，2002。
[5] 蔡玲津，「電視幼兒節目中偶的運用分析與幼兒對偶的知覺之研究」，國立台南師範學院，碩士論文，民國93年。
[6] Aiex, N. K.,“Storytelling: Its wide-Ranging impact in the classroom＂, Eric Document Reproduction Service, No. ED 299 574, 1988.
[7] Arsenio, A., “Cognitive-Developmental Learning for a Humanoid Robot:A Caregiver＇s Gift＂ , Ph.D. thesis, Massachusetts Institute of Technology, 2004.
[8] Breazeal, C., , Hoffman G.Lockerd A., “Teaching and working with robots as a collaboration＂ , In Proceedings of Third International Joint Conference on Autonomous Agents and Multiagent Systems (AAMAS04), pp. 1030–1037, New York, 2004.
[9] Christopher, E., “Role Play and Simulation in Teaching English as a Second language＂, The Nadie Journal, pp.43-49, 1983.
[10] Church, E. B., “Using puppet as language-building partners＂, Scholastic Early Childhood Today, 16（2）, pp.45-46, 2001.
[11] Citigroup Success Fund, [On-line] Available: http://forum.nta.org.tw/v362/epaper/17/17-10.htm.
[12] Collins, J., “JIM HENSON＂, Time,151（22）, pp.192-194, 1998.
[13] Cooper, P., “Using storytelling to teach oral communication competencies K-12＂, Paper presents in The Annual Meeting of the Speech Communication, 1989.
[14] Don, S., 20 Ways to use a puppet. [On-line] Available: http://www.eliab.com/Puppets/Ways_to_use_a_puppet/ways_to_use_a_puppet.html, 2002.
[15] Dickinson, L., “Autonomy and motivation : A literature review＂ , System, 23(2), 165-74, 1995.
[16] Druin, A.,et al.,＂ Designing PETS:A Personal Electronic Teller of Stories Proceedings of Conference on Human Factors in Computing Systems＂, CHI,1999.
[17] Ellis, J., “Japanese students abroad: relating language Ability in Class and in the community＂, Thought Current in English Literature,
57
66, pp.45-82, 1993.
[18] Feinberg, D., “Broadcast-Based Communication in a Programming Environment for Novices＂, Masters Thesis, MIT, 2004.
[19] Gagne, E., Yekovich, C. W., & Yekovich, F., The Cognitive Psychology of Schooling Learning, New York: Harper Collins, 1993.
[20] Gardner, R. C., “Social psychology and language learning: The role of attitudes and motivation＂, London, 1985.
[21] Gockley, R., et al., “Designing robots for long-term social interaction＂, IEEE International Conference on Robotics and Automation, 2005.
[22] Goodman, K.S., What whole in whole language?, Portsmouth, NH:Heinemann, 1986.
[23] Hamachek, D., “Humanistic psychology: Theory, postulates and implications for educational processes＂, In J. Glover & R. Ronning (Eds.), Historical foundations of educational psychology, pp. 159-182. New York, 1987.
[24] Han, J., Kim, D., Lee,K., Park,S., & Shin K., “The Educational Use of Home Robots for Children＂, IEEE International Conference on Workshop on Robots and Human Interactive Communication, 2005.
[25] Harmer, J., The practice of English teaching, Longman, 1983.
[26] Hogarth, A. & Bussell, J., “Fanfare for puppets: a personal and idiosyncratic view of the puppet theatre＂, U.S.A.: David & Charles, Inc., 1985.
[27] Isbell, R., “Telling and retelling stories – learning language and literacy＂, Young Children, 57(2), pp. 26–30, 2002.
[28] Kanda, T., & Ishiguro, H. “Communication Robots for Elementary Schools＂, Proceedings of AISB'05 Symposium Robot Companions: Hard Problems and Open Challenges in Robot-Human Interaction, pp. 54-63., 2005.
[29] Kanda, T., Hirano, T., Eaton, D., & Ishiguro, H. “Interactive Robots as Social Partners and Peer Tutors for Children: A Field Trial.＂ Journal of Human Computer Interaction, Vol. 19, No. 1-2, pp. 61-84, 2004.
[30] Malamah-Thomas, A., Classroom interaction, Oxford: Oxford University Press, 1987.
[31] Marti, P., Giusti, L., Pollini, A., & Rullo, A., “Experiencing the flow: design issues in human-robot interaction＂, Proceedings of Soc-Eusai, Grenoble, France, 2005.
[32] Nielsen, J., Usability Engineering, Academic Press, Boston, 1993.
[33] Nozawa, Y., Dohi, H., Iba, H., & Ishizuka, M. “Humanoid robot presentation controlled by multimodal presentation markup language MPML＂, Proceedings of the 13th IEEE Int'l Workshop on Robot and Human Interactive Communication, Kurashiki, Japan, No.026. 2004.
[34] Pesola, C. A., “Culture in the elementary foreign language
58
classroom＂, Foreign Language Annals, 24(4), pp. 331–346, 1991.
[35] Schmidt, H. J. & Schmidt, K. J., Learning with puppet: A Guide to making and using in the classroom, Meriwether Publishing Ltd., 1989.
[36] Scott, P., “Storytelling: A guide to the art＂, Primary School Note, New South Wales, Australia: Primary English Teaching Association, 1985.
[37] Shelly, A., “Classroom observations through the Eyes of a Puppet＂, Inquiry Conference, 2005.
[38] Smith, S. M., “The Theater Arts and the Teaching of Second Language＂, CA: Addison-Wesley Publishing Company, Menlo Park, 1984.
[39] Wenli T., Weichung W. & Yenjun T., “Applying a multimedia storytelling website in foreign language learning＂, Computer and Education, 2006.
[40] Wilson, J. A., “A program to develop the listening and speaking skills of children in a first grade classroom.＂ (EDRS: ED 415 566), 1997.
[41] Zhen-Jia Y., et al., “A Robot as a Teaching Assistant in an English Class＂, IEEE Conference on Advanced Learning Technologies, pp. 87-91, 2006.

指導教授

陳國棟(Gwo-Dong Chen)

審核日期

2007-7-16

推文