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    Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/63526

    Title: An embodied approach with technology support to promote active learning in a classroom;An embodied approach with technology support to promote active learning in a classroom
    Authors: 洪正鈞;Nurkhamid
    Contributors: 資訊工程學系
    Keywords: 主動學習;體現互動;教室內遊樂場;體感互動;科技輔助學習;互動學習環境;體現認知;教室內的學習;active learning;embodied interaction;digital learning playground;Kinect;technology enhanced learning;interactive learning environment;embodied cognition;classroom learning
    Date: 2014-01-16
    Issue Date: 2014-04-02 15:46:55 (UTC+8)
    Publisher: 國立中央大學
    Abstract: This study aims to explore embodied approach with technology support to promote active learning in a classroom. Technological tools currently provide opportunities to design active learning environment although each tool may not readily available to be used for active learning in a classroom. Advantage of active learning is supported by research results showing that active learning is generally better than passive learning in improving learning gain. However, many educators are hesitant to adopt active learning in a classroom resulting in passive learning are given for learners in a classroom. This situation even becomes worse when we realize the fact that current learners are experiencing shift or changes in their learning style and teaching requirements. They mostly are ‘digital natives'. Therefore if we design a learning space that supports active learning, this solution should be of use for both educators and learners.

    Knowing that active learning core components are activity and learners engagement, we attempt to look into embodied approach. Embodied approach has extra stress on bodily activities and its environment for learning/cognition. Current technological tools, such as Kinect, indicate more and more support for exploring into this approach. Kinect may represent an example from technology to provide bodily interaction with a computational device instead of using keyboard and mouse. The solution we used has been called Digital Learning Playground (DLP). Our solution supports both vicarious and enactive learning modes for a classroom setting.

    In a classroom, obtaining active, whole-focused, and engaging learning results from a design is often difficult. Incorporating Kinect into the system revealed some educational affordances, such as bodily interaction and self-observation. Therefore, we propose a self-observation model with instinctive interfaces for classroom learning. Students can communicate with virtual avatars in the vertical screen and can react naturally according to the situation and tasks. Students can also immediately observe themselves mixed with a virtual environment and therefore reflect on the necessary improvements. With the designed system, potential advantages such as motivation, enjoyment, context for situated learning, immersion, social collaboration, and role-playing might arise. To examine the idea, we conducted a case study with 60 fourth grade elementary students to investigate learners' behavior as performers and a peer audience and their perception of body movements and speech commands in a board game-based learning environment. The results show that the students' image in the vertical screen affected the students and the peer audience positively. Moreover, they positively perceived their competence and their enjoyment after they performed contextual learning activities through the body movement interface.

    In terms of active learning our previous result shows engagement of learners; the learners were able to interact with the system with their body movements. Active learning with technology that currently relates mostly to mental activity giving less attention on corporeal activity now can be extended to support embodied interaction. Embodied approach has additional awareness on physical (bodily) activity to attain cognition including learning. The influence of bodily action with its environment is incorporated as a part of cognition and learning.; 本論文研究如何運用體感互動設備來幫助學生能在教室內進行主動學習,在許多教育研究上已證實,學生能主動學習時,學習成效會比學生以被動的方式進行效果高很多,雖然目前的科技能提供學生在教室內主動學習的機會,但是使用起來仍不太理想,使得許多老師在教學時,對於採用主動式學習的教學輔具仍很保留,使得目前的課堂教學仍是讓學生以被動聽講的方式進行居多,因此本論文探討如何設計能讓學生在教室內進行主動學習的環境。


    Appears in Collections:[資訊工程研究所] 博碩士論文

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