| 摘要: | 在教育戲劇中，學生必須嘗試解決現實世界的問題。然而，在演出過程中，常常沒人注意到演員有犯錯。因此，演員們可能學習到不正確的知識。而且，學生通常不是專業演員，他們的表演，尤其是沒有情緒互動的部分，通常也不會吸引觀眾的眼光。另一方面，因為機器人可以促進好奇心，參與動機與即時性的回饋，它可以做為一個有趣的演員使得教育戲劇更有吸引力。另外，實體的互動可以使得學生以沉浸式互動方式學習，使得學生覺得表演更有趣。因此，本研究提出一個實體機器人作為演員，於數位學習劇場提供的虛擬舞台下的情境學習方法，機器人在劇本中可能擔當導師或守門員的角色，使得學生必須隨時專注於戲劇流程。此外，本研究也提出一個學習方式探討機器人在劇場環境中不同互動模式下對學習動機與學習效果的影響。
本研究中，實驗對象為64個國中九年級生，使用英語作為教學科目，採用機器人與數位情境式學習環境。實驗組包含33個學生，使用劇場與具實體互動的機器人包含觸摸互動，手勢辨識以及對話互動。而對照組則使用劇場與機器人，但不包含前述互動，只會根據劇本進行簡單口語互動。實驗顯示具實體互動的機器人比不具實體互動的機器人顯著提升學習成效。問卷也顯示實驗組學生有效高學習動機與覺得演出過程中有較高的真實性。而且，基於觀察，本研究發現情境與回饋具有較高隨機性時，觀眾與演員都會保有較高專注力，也提升了長期使用機器人演員在數位情境學習環境中的使用動機。
;When learning in a drama for situational learning, students need to solve the simulated problems are encountered in the real world. However, during drama performing, no one would notice the mistakes made by the actors. Consequently, they might not learn the correct knowledge or learning materials in drama scripts. Also, since students generally are not professional performers, the engagement of student actors on drama performing and audience’s interest on watching may be decreased if the drama activities are not engaging in situational interaction. On the other hand, due to the curiosity, engagement, and instant feedback that a robot can brings, it can become an interesting actor companion to make drama performance more attractive. Besides, physical interaction offered by the robot can make students learn through embodied interactions according to the situation and time, thus making them have fun in performing. Therefore, this study aims to design and implement a tangible robot as an actor performing situational learning with students in the scenario provided by a designed digital theater. The robot acts as a mentor or a gate-keeping guard in learning script, so that students need to focus on learning materials embedded in the drama. Additionally, this study proposes a learning approach to explore learning motivation and performance of students learn with different interaction modes of robot actor within a digital situational learning environment.
In this study, 64 ninth graders in an English as second language course of junior high school Taiwan were employed to learn with a robot actor in a digital situational learning environment. The experimental group consists of 33 students used the digital theater with tangible robot touch interaction, gesture interaction, and dialog conversation. While the control group used the digital theater with robot non-touch interaction, non-gesture interaction, only context-related oral interaction. The experiment results showed a robot with more tangible actions had significant impact on the enhancement of learning performance than one without tangible interaction. Questionnaire results revealed that students’ learning motivation and authenticity were improved when a robot actor with tangible interactive modes was employed inside the digital theater. Also, based on the observations, we conclude that dynamic scenario, robot’s unexpected and randomness feedbacks, evaluation from system, and audience participation may play a vital role to maintain students’ engagement and motivation for long-term use of robot actor with tangible interaction inside digital situational learning environment. |
