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

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题名:	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
作者:	洪正鈞;Nurkhamid
贡献者:	資訊工程學系
关键词:	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
日期:	2014-01-16
上传时间:	2014-04-02 15:46:55 (UTC+8)
出版者:	國立中央大學
摘要:	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。主動學習的核心要素為學生的學習活動和參與度，因此本研究從學生的身體動作著手，探究如何能讓學生在情境中以自然的方式來與模擬環境互動，體現認知理論也強調學習者學習過程的身體動作，也是重要認知的一部分，剛好現今的體感互動科技已成熟，如微軟的體感控制器－Kinect，取代了傳統人類透過鍵盤、滑鼠和電腦互動的方式，而本研究則以此工具，設計開發了能讓學生在教室內進行主動學習的輔助學習系統。在教室內能讓學生走入情境中以自然的肢體互動運用所學知識解決面臨的問題是不容易的，但體感控制科技的發明卻在此議題上露出了曙光，學生能因此走入虛擬情境中，以體感互動的方式主動進行學習，也能看到學生自己的影像在情境中及時的呈現，因此本研究提出了能讓學生自我觀察的學習模式，以直覺的方式來與學習情境互動，學生能與投影布幕中的虛擬人對話互動，學生也能同時觀察到自己的身影動作及時的與情境背景融合在一起，藉此反思檢討改進。本研究針對所提出的情境體感互動學習方式，在學生的學習動機、愉悅經驗與沉浸感上進行評估，以六十位國小學童為研究對象，研究學童在教室內使用此系統的態度、行為與表現，研究結果顯示學生能看到自身的影像更能幫助學習，學生能因此了解自己表現的狀況，知道如何持續的改進，學生也因此感受較為愉悅。
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