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    Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/65847

    Title: 體感式合作學習系統之開發與應用成效分析-以高職英文學習為例;The Development Application and Learning Performance Analysis of Collaborative Kinesthetic English Learning System in a Vocational High School
    Authors: 陳品澤;Chen,Pin-tse
    Contributors: 網路學習科技研究所
    Keywords: 全肢體反應教學法;合作學習;英文學習;體感學習;Kinect;Total Physical Response;Collaborative learning;English learning;Kinesthetic Learning;Kinect
    Date: 2014-07-16
    Issue Date: 2014-10-15 17:15:17 (UTC+8)
    Publisher: 國立中央大學
    Abstract: 本研究主要目的以全肢體反應教學法(Total Physical Response, TPR)理論為基礎,結合體感辨識科技與合作學習活動,探討Collaborative Total Physical Response(CTPR)對高職生英文學習之影響。本研究採用Kinect科技並開發出Collaborative Kinesthetic English Learning (CKEL)系統,結合兩人一組合作學習活動的實驗設計,並從系統使用過程、前測、後測、問卷與訪談活動中收集資料加以分析。
    ;The main purpose of this study is to combine kinesthetic recognition technology and collaborative learning activities based on Total Physical Response (TPR) for investigating the effect of Collaborative Total Physical Response (CTPR) in English learning of vocational high school students. This study applies Kinect technology to develop a Collaborative Kinesthetic English Learning (CKEL) System which allow and two students to have collaborative learning activities in pairs. Besides, the experiment evaluation consists of using CKEL system record, pre-test, post-test, questionnaire and interview.
    The analysis of technology acceptance model questionnaires and interviews show that the almost participants accepted CKEL system and learning activities of the experiment. According to the analysis of Keller’s Learning Motivation ARCS Questionnaire and interviews, the participants of experimental group had more confidence in this learning activities and the experimental design could enable them to improve learning motivation.
    The learning outcomes of the experimental group was significantly better than the control groups in the post-test and the vocabulary part of posttest ,and the average mean of sentence part of posttest of the experimental group was higher than the control groups. In addition, the study analyzed the learning outcomes of using gestures, posture to learn different parts of speech based on TPR theory, and the results showed the verbs, nouns, adjectives learning were no significant difference. So, if the vocabulary can be combined with appropriate related action, it can be applied TPR theory to learn.
    Finally, this learning style can enhance learning attention of participants, also give more active learning, promoting interaction and collaboration among members of the group. Therefore, CTPR is more suitable English language learning than the traditional personal TPR, this is due to the including of interaction and dialogue can enhance participants to have more confident and active.
    Appears in Collections:[網路學習科技研究所 ] 博碩士論文

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