可融入使用者與實體物件之數位雙生實境學習系統

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林孟衡(Meng-Heng Lin) 查詢紙本館藏

畢業系所

資訊工程學系

論文名稱

可融入使用者與實體物件之數位雙生實境學習系統
(An Interactive Digital Twin Augmented Reality Learning System Integrating Users and Physical Objects)

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摘要(中)

在傳統的教學方法中，教師大多以紙本的方式教授知識，造成學生無法將知識運用在真實情境之中，為了讓學習者學以致用，情境學習強調學習者應將學習內容和情境相結合，讓學習者在應用環境中實踐知識與技能。為了將真實情境帶入至一般教室中，有研究開始使用虛擬實境與擴增實境的技術打造數位的情境學習系統。然而，現階段的情境學習系統大多透過滑鼠或其他控制器在數位實境中操作虛擬替身與虛擬物件互動，缺乏以真實物件互動的學習方式，導致學習者的感知與動作無法在數位實境中如實呈現。
因此，本研究設計了一款可融入使用者與實體物件之數位雙生實境學習系統，藉由立體視覺相機將使用者與周遭實體環境放入數位實境之中。教師可以透過編輯系統將課本內容轉換成情境教材，讓學生以操作實體物件的方式在數位情境中學習相關知識。實驗結果顯示，操作實體物件的學習模式可以有效提升學習者的學習成效，而在問卷與訪談的部分，則顯示結合物件追蹤與數位雙生設計的情境學習系統在學習動機、任務價值與自我表現上皆有正面影響。

摘要(英)

In traditional teaching methods, teachers often deliver knowledge through paper-based materials, which limits students′ ability to apply knowledge in real-world contexts. To promote practical application of learning, context-based learning emphasizes the integration of learning content with real-world situations, allowing learners to apply knowledge and skills in authentic environments. To bring real-world contexts into conventional classrooms, researchers have started developing digital context-based learning systems using virtual reality (Ahuja et al.) and augmented reality (AR) technologies. However, existing context-based learning systems primarily rely on mouse or other controllers to interact with virtual avatars and objects in digital environments, lacking interaction with physical objects, resulting in a weaker connection between learners and applied contexts.
Therefore, this study designs a digital twin augmented reality learning system that incorporates users and physical objects. Through stereo vision cameras, users and their surrounding physical environments are merged into the digital environment. Teachers can convert textbook content into contextual teaching materials using the editing system, enabling students to learn relevant knowledge by interacting with physical objects in the digital context. Experimental results demonstrate that the learning mode involving physical object manipulation effectively enhances learners′ learning outcomes. Questionnaire and interview data further indicate that the context-based learning system, integrating object tracking and digital twin design, positively impacts learners′ motivation, task value, and self-performance.

關鍵字(中)

★ 情境認知
★ 具身認知
★ 具身互動
★ 具身學習
★ 虛擬實境
★ 擴增實境
★ 混合實境
★ 實體用戶介面
★ 數位雙生

關鍵字(英)

★ Situational Cognition
★ Embodied Cognition
★ Embodied Interaction
★ Embodied Learning
★ Virtual reality
★ Augmented Reality
★ Mixed reality
★ Tangible User Interface
★ Digital Twin

論文目次

摘要 IV
Abstract V
誌謝 VII
目錄 VIII
圖目錄 XI
表目錄 XV
一、緒論 1
1-1. 研究背景 1
1-2. 研究動機 3
1-3. 研究假設 3
1-4. 研究目標 4
1-5. 研究問題 4
二、相關研究 5
2-1. 情境學習 5
2-2. 數位化的學習環境 5
2-3. 具身學習 6
2-4. 數位雙生 7
2-5. 相關研究總結 9
三、以人為中心的設計 10
3-1. 系統架構與研究問題 10
3-1-1. 系統設計理念 10
3-1-2. 系統架構 10
3-2. 研究問題的系統解決方式 13
3-3. 以使用者為中心的設計 20
3-3-1. 教師使用介面 20
3-3-2. 學習者介面 31
四、實驗設計 34
4-1. 實驗假設 34
4-2. 研究對象 34
4-3. 教材內容 34
4-4. 實驗流程 35
4-5. 實驗評估 39
4-5-1. 施測工具－前後測驗 39
4-5-2. 施測工具－問卷 40
五、實驗結果與討論 41
5-1. 前後測試卷結果與討論 41
5-1-1. 共變數分析前提驗證 41
5-1-2. 共變數分析與結果討論 43
5-2. 問卷結果與討論 44
5-2-1. 問卷信度分析 44
5-2-2. 問卷結果描述 45
5-3. 訪談結果與討論 47
六、結論與未來研究 49
6-1. 結論 49
6-2. 未來研究及改進方針 49
6-2-1. 增加辨識物件特徵的多樣性 49
6-2-2. 增加視角以供學習 50
6-2-3. 推廣至其他應用領域 50
參考文獻 51
附錄一、情境教材 56
附錄二、前測試卷 64
附錄三、後測試卷 66
附錄四、實驗問卷 68
附錄五、論文關鍵字(英文版) 69
附錄六、圖表英文對照 72

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指導教授

陳國棟(Gwo-Dong Chen)

審核日期

2023-8-3

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