可加入機器人作為演員的數位學習劇場之製作與機器人不同互動模式對學習成效的影響;The production of a digital learning theater where robots can be added as actors and the influence of different interactive modes of robots on learning effectiveness

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Title:	可加入機器人作為演員的數位學習劇場之製作與機器人不同互動模式對學習成效的影響;The production of a digital learning theater where robots can be added as actors and the influence of different interactive modes of robots on learning effectiveness
Authors:	顏究真;Yen, Chiu-Chen
Contributors:	資訊工程學系
Keywords:	戲劇式學習;數位學習劇場;教育機器人;社交機器人;Drama-based learning;Digital learning theater;Educational robot;Social robot
Date:	2020-08-19
Issue Date:	2020-09-02 18:07:53 (UTC+8)
Publisher:	國立中央大學
Abstract:	在戲劇中學習語言時，學生模擬演出真實情境中會遇到的問題來學習，並且近年來機器人的快速發展，相較於傳統戲劇教學方式，機器人可以成為學生有趣的表演同伴，機器人也可以讓整個戲劇更吸引人，而我們設計機器人本身的行為會根據情境與時間產生不同互動，使得學生每次表演均具有趣性。因此，本研究建立了可加入機器人作為演員的數位學習劇場之製作與機器人不同互動模式對學習成效的影響，讓學生在戲劇情境中學習時，可以與機器人一起進行有形互動學習，其中包含機器人移動互動、具身可觸摸互動、與脈絡相關的口語互動，不只增加了許多趣味性，也增加了學生的學習動機，更增加學生學習時的印象，進而提高學習成效。本研究與桃園某國中教師合作並進行實驗，實驗組學生使用具機器人移動互動、具身可觸摸互動、與脈絡相關的口語互動模式之數位學習劇場，人數為39人，對照組學生使用機器人不移動、不具觸摸互動、僅語言互動模式之數位學習劇場，人數為31人。實驗結果顯示，實驗組學習成效顯著高於對照組。此外，透過問卷我們得知：學生們認為具有形互動之機器人的數位學習劇場趣味性較高，也能增加學生的學習動機及加深對學習時的印象。 ;When learning language in drama, students simulate the problems encountered in the real situation of performance to learn. Robotic technology has advanced by leaps and bounds. Compared with traditional drama teaching methods, robots can become interesting performance companions for students, and robots can also make the whole drama more attractive, and the behavior of the robot we design will have different interactions according to the situation and time, making the students have fun every performance. Therefore, this study establishes a digital learning theater to join robots as actors in different interaction modes to explore the learning effectiveness, so that students can tangible interact with robots when they are learning in drama scenarios, including robot moving interaction, embodied touch interaction, Oral interactions related to context-sensitive. Not only add a lot of fun, but also increase the motivation of students to learn, but also increase the impression of students in learning, and thus improve the effectiveness of learning. In this study, we cooperated with teachers from a junior high school in Taoyuan and conducted experiments. The students in the experimental group used a digital learning theater with robot moving interaction, embodied touch interaction, and oral interaction related to context-sensitive. The number of participants was 39. The students in the control group used a digital learning theater with robot motionless interaction, non-touch interactive, only oral interaction. The number of participants was 31. Experimental results show that the learning effectiveness of the experimental group is significantly higher than the control group. In addition, through the questionnaire, we learned that students think that digital learning theater with robots as actors in tangible interactive modes is more interesting, which can also increase students′ learning motivation and deepen their impression of learning.
Appears in Collections:	[Graduate Institute of Computer Science and Information Engineering] Electronic Thesis & Dissertation

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