在數位實境空間加上空間相關之幾何資訊以提升在數位空間具身學習之學習成效

以作者查詢圖書館館藏

、以作者查詢臺灣博碩士

、以作者查詢全國書目

、勘誤回報

、線上人數：102

、訪客IP：3.145.95.133

姓名

張家穎(Chia-Yin Chang) 查詢紙本館藏

畢業系所

資訊工程學系

論文名稱

在數位實境空間加上空間相關之幾何資訊以提升在數位空間具身學習之學習成效
(Enhancing Learning Effectiveness in Digital Embodied Learning through Spatially Augmented Reality)

相關論文

★ 學習馬賽克-以教科書內容置入平板之合作式情境學習遊樂場	★ 為使用知識而設計的電子書- 以參考手冊為模式的電子書設計
★ 為使用知識而設計的電子書- 將紙本書籍以及電子書提供社群共建的機制	★ 高互動低資源損耗之課堂學習系統設計與實際教學環境導入接受度探討
★ 依學生偏好及學習狀態建構之學習輔助者與知識協尋系統	★ 網路資訊與學習系統之中文全文探勘工具
★ 支援使用者觀點之線上分析系統	★ 由網站行為歷程以貝式學習建立學習者模式之引導系統
★ 網路合作學習系統與小組互動觀察工具	★ 依作品集評量方式並支援學習狀況分析與監控之網路學習系統
★ 網路學習歷程之知識探索：學習效能評鑑之工具	★ 網路學習系統之手機端學習輔助系統
★ 以網站行為的歷程建立具時間性學習者模式	★ 行動學習資訊系統-學生端網路學習伺服器與個人數位助理端之學習系統
★ 應用貝式學習及決策樹之群組溝通網路監控系統	★ 以網路群組作品及活動依角色分析之群組合作監控系統

檔案

[Endnote RIS 格式]

[Bibtex 格式]

[相關文章]

[文章引用]

[完整記錄]

[館藏目錄]

[檢視]

[下載]

本電子論文使用權限為同意立即開放。
已達開放權限電子全文僅授權使用者為學術研究之目的，進行個人非營利性質之檢索、閱讀、列印。
請遵守中華民國著作權法之相關規定，切勿任意重製、散佈、改作、轉貼、播送，以免觸法。

摘要(中)

情境學習著重將學習者置身於真實或模擬的情境中，提供具體且實際的學習體驗，而擴增實境經常被運用於建立充滿沉浸感的情境場景，然而過往在營造數位情境時常出現一些限制，像是需要透過繁瑣的穿戴式裝備，以及無法直接呈現使用者自身在畫面中的身影。此外，由於空間相關的測量往往無法以肉眼可見的方式呈現，因此當無法即時於數位空間中看見相關鷹架資訊時，學習效果往往受到限制。
本研究提出了具空間相關之幾何資訊的數位情境學習系統。該系統運用ZED 2i深度攝影機捕捉人體骨架資訊，與數位雙生劇場結合，讓使用者能看見自己當下的狀態，並在系統畫面中疊加空間輔助線與度量文字，將學習者在該情境中需要應用的相關鷹架資訊在空間的適當位置中顯示，幫助使用者在數位實境空間中建立與真實世界相同的空間感，並隨著使用者的肢體變化給予即時反饋，幫助使用者調整動作，在數位實境空間中進行具身化的學習體驗，提高對真實世界情境的理解和應用能力。實驗結果顯示，使用具空間相關之幾何資訊的數位情境學習系統可以提升學習成效；在問卷與訪談結果，可看出使用具空間相關之幾何資訊的數位情境學習系統對於學習動機具正面影響，有支持學習的效果。

摘要(英)

Situated learning emphasizes placing learners in real or simulated contexts to provide concrete and practical learning experiences. Augmented reality is often used to create immersive contextual scenes. However, there have been limitations in creating digital contexts, such as the need for cumbersome wearable equipment and the inability to directly show the user′s presence in the scene. Additionally, spatially relevant measurements often cannot be visually presented, limiting the learning effects when scaffolding information is not immediately visible in the digital environment.
This research proposes a digital situated learning system with spatially relevant geometric information. The system utilizes the ZED 2i depth camera to capture the user′s body skeleton information and combines it with digital twin theater. This allows users to see their current state and overlays spatial assistance lines and measurement text in the system′s interface. The relevant scaffolding information needed for learners in the context is displayed at the appropriate spatial positions, helping users establish a sense of space in the digital reality that matches the real world. The system also provides real-time feedback, adjusting users′ actions and enabling them to have an embodied learning experience in the digital reality, enhancing their understanding and application of real-world situations. Experimental results show that using the spatially relevant geometric information in the digital situated learning system can improve learning effectiveness. Survey and interview results demonstrate that the system positively impacts learners′ motivation and supports the learning process.

關鍵字(中)

★ 情境學習
★ 具身認知
★ 擴增實境
★ 具身認知
★ 行動形塑思維
★ 鷹架理論

關鍵字(英)

★ Situated Learning
★ Embodied Cognition
★ Augmented reality
★ Spatial Cognition
★ mind in motion
★ Instructional scaffolding

論文目次

摘要 I
Abstract II
誌謝 IV
目錄 V
圖目錄 VIII
表目錄 XIII
一、緒論 1
1-1. 研究背景 1
1-2. 研究差距與研究動機 3
1-3. 研究目標 4
1-4. 研究問題 4
二、相關研究 6
2-1. 情境學習 6
2-2. 具身認知用於學習 7
2-3. 擴增實境 8
2-4. 空間認知 9
2-5. 行動形塑思維 10
2-6. 小結 11
三、以使用者為中心的設計 12
3-1. 教學者的教學模式 12
3-1-1. 編寫情境劇本 12
3-1-2. 劇本輸入 13
3-1-3. 操作數位情境學習系統 14
3-1-4. 課堂系統介紹、規劃站位、給予指導 15
3-1-5. 評量學生學習成果 16
3-2. 學習者的學習模式 16
3-2-1. 教材學習 16
3-2-2. 使用數位情境學習系統 17
3-2-3. 成果展演 17
3-3. 問題解決方案 17
3-3-1. 系統設計理念 17
3-3-2. 系統架構 18
3-3-3. 開發環境與工具 19
3-4. 系統實作 20
3-4-1. 具空間相關之幾何資訊的數位情境學習系統實作 20
3-4-1-1. 骨架追蹤 21
3-4-1-2. 空間輔助提示與即時回饋 23
3-4-2. 情境學習系統控制APP 28
3-4-3. 情境學習系統編輯程式 29
四、實驗設計 32
4-1. 實驗假設 32
4-2. 研究對象 32
4-3. 教材內容 33
4-4. 實驗流程 33
4-5. 實驗評估 42
4-5-1. 前測與後測試卷 43
4-5-2. 問卷量表 43
五、實驗結果與討論 44
5-1. 前後測成績結果與討論 44
5-1-1. 獨立樣本 t 檢定 44
5-1-2. 常態分布檢定 44
5-1-3. 組內迴歸同質性檢驗 45
5-1-4. 變異同質性檢定 45
5-1-5. 共變異數分析（ANCOVA） 46
5-1-6. 依題目面向分析 47
5-2. 問卷結果與討論 47
5-2-1. 問卷信度分析 47
5-2-2. 問卷結果分析 48
5-3. 訪談結果與討論 51
六、結論與未來研究 53
6-1. 結論 53
6-2. 未來研究及改進方針 54
6-2-1. 輔助資訊顯示多元化 54
6-2-2. 捕捉多個視角 54
6-2-3. 應用領域擴大 54
參考文獻 55
附錄一、情境教材 62
附錄二、前測試卷 68
附錄三、後測試卷 70
附錄四、實驗問卷 72
附錄五、論文關鍵字(英文版) 73
附錄六、圖表英文對照 77

參考文獻

胡立綸. (2021). 設計與製作一個易於持續演進之數位學習劇場軟體架構國立中央大學資訊工程學系學位論文.
黃招憲、郭德信、王淑麗（主編）（2005）。餐旅日語（上）。致良出版社。
Alibali, M. W., & Nathan, M. J. (2012). Embodiment in mathematics teaching and learning: Evidence from learners′ and teachers′ gestures. Journal of the learning sciences, 21(2), 247-286.
Altomonte, S., Logan, B., Feisst, M., Rutherford, P., & Wilson, R. (2016). Interactive and situated learning in education for sustainability. International Journal of Sustainability in Higher Education, 17(3), 417-443.
Anderson, J. R., Reder, L. M., & Simon, H. A. (1996). Situated learning and education. Educational researcher, 25(4), 5-11.
Azuma, R. T. (1997). A survey of augmented reality. Presence: teleoperators & virtual environments, 6(4), 355-385.
Azuma, R., & Furmanski, C. (2003, October). Evaluating label placement for augmented reality view management. In The Second IEEE and ACM International Symposium on Mixed and Augmented Reality, 2003. Proceedings. (pp. 66-75). IEEE.
Black, J. B., Segal, A., Vitale, J., & Fadjo, C. L. (2012). Embodied cognition and learning environment design. Theoretical foundations of learning environments, 2, 198-223.
Bower, M., Howe, C., McCredie, N., Robinson, A., & Grover, D. (2014). Augmented Reality in education–cases, places and potentials. Educational Media International, 51(1), 1-15.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. 1989, 18(1), 32-42.
Chang, E., Kim, H. T., & Yoo, B. (2020). Virtual reality sickness: a review of causes and measurements. International Journal of Human–Computer Interaction, 36(17), 1658-1682.
Chang, J. S. K., Yeboah, G., Doucette, A., Clifton, P., Nitsche, M., Welsh, T., & Mazalek, A. (2017, June). TASC: Combining virtual reality with tangible and embodied interactions to support spatial cognition. In proceedings of the 2017 conference on designing interactive systems (pp. 1239-1251).
Huang, C. S., Yang, S. J., Chiang, T. H., & Su, A. Y. (2016). Effects of situated mobile learning approach on learning motivation and performance of EFL students. Journal of Educational Technology & Society, 19(1), 263-276.
Clancey, W. J. (1997). Situated cognition: On human knowledge and computer representations. Cambridge university press.
Cohen, J. (1992). Statistical power analysis. Current directions in psychological science, 1(3), 98-101.
Colby, C. L., & Olson, C. R. (1999). Spatial cognition.
Kirsh, D. (2013). Embodied cognition and the magical future of interaction design. ACM Transactions on Computer-Human Interaction (TOCHI), 20(1), 1-30.
Dawley, L., & Dede, C. (2014). Situated learning in virtual worlds and immersive simulations. Handbook of research on educational communications and technology, 723-734.
Di, X., & Zheng, X. (2022). A meta-analysis of the impact of virtual technologies on students’ spatial ability. Educational technology research and development, 70(1), 73-98.
Dourish, P. (2001). Where the action is: the foundations of embodied interaction. MIT press.
Duatepe-Paksu, A., & Ubuz, B. (2009). Effects of drama-based geometry instruction on student achievement, attitudes, and thinking levels. The Journal of Educational Research, 102(4), 272-286.
Dunleavy, M., Dede, C., & Mitchell, R. (2009). Affordances and limitations of immersive participatory augmented reality simulations for teaching and learning. Journal of science Education and Technology, 18, 7-22.
Dunleavy, M., & Dede, C. (2014). Augmented reality teaching and learning. Handbook of research on educational communications and technology, 735-745.
Dünser, A., Steinbügl, K., Kaufmann, H., & Glück, J. (2006, July). Virtual and augmented reality as spatial ability training tools. In Proceedings of the 7th ACM SIGCHI New Zealand chapter′s international conference on Computer-human interaction: design centered HCI (pp. 125-132).
Erbay, F., & Doğru, S. S. Y. (2010). The effectiveness of creative drama education on the teaching of social communication skills in mainstreamed students. Procedia-Social and Behavioral Sciences, 2(2), 4475-4479.
Galante, A., & Thomson, R. I. (2017). The effectiveness of drama as an instructional approach for the development of second language oral fluency, comprehensibility, and accentedness. Tesol Quarterly, 51(1), 115-142.
Gallese, V., & Lakoff, G. (2005). The brain′s concepts: The role of the sensory-motor system in conceptual knowledge. Cognitive neuropsychology, 22(3-4), 455-479.
Genay, A., Lécuyer, A., & Hachet, M. (2021). Being an avatar “for real”: a survey on virtual embodiment in augmented reality. IEEE Transactions on Visualization and Computer Graphics, 28(12), 5071-5090.
Georgiou, Y., & Ioannou, A. (2019). Embodied learning in a digital world: A systematic review of empirical research in K-12 education. Learning in a digital world: Perspective on interactive technologies for formal and informal education, 155-177.
Gupta, T., & Li, H. (2017, September). Indoor mapping for smart cities—An affordable approach: Using Kinect Sensor and ZED stereo camera. In 2017 International Conference on Indoor Positioning and Indoor Navigation (IPIN) (pp. 1-8). IEEE.
Kell, H. J., & Lubinski, D. (2013). Spatial ability: A neglected talent in educational and occupational settings. Roeper Review, 35(4), 219-230.
He, L., Wang, R., Shi, X., Liang, Q., Fang, K., & Li, J. (2020, September). VR Educational Game Design and Research Based on Multi-Modal Interaction from the Perspective of Embodied Cognition. In 2020 4th Annual International Conference on Data Science and Business Analytics (ICDSBA) (pp. 329-331). IEEE.
Hegarty, M., & Sims, V. K. (1994). Individual differences in mental animation during mechanical reasoning. Memory & cognition, 22, 411-430.
Henry, D., & Furness, T. (1993, September). Spatial perception in virtual environments: Evaluating an architectural application. In Proceedings of IEEE virtual reality annual international symposium (pp. 33-40). IEEE.
Herskovits, A. (1986). Language and spatial cognition (p. u91). Cambridge: Cambridge university press.
Herz, M., & Rauschnabel, P. A. (2019). Understanding the diffusion of virtual reality glasses: The role of media, fashion and technology. Technological Forecasting and Social Change, 138, 228-242.
Kahle, D. J., & Wickham, H. (2013). ggmap: spatial visualization with ggplot2. R J., 5(1), 144.
Kettula, K., & Berghäll, S. (2013). Drama-based role-play: a tool to supplement work-based learning in higher education. Journal of Workplace Learning, 25(8), 556-575.
Kim, J., Seo, J., & Han, T. D. (2014, February). AR Lamp: interactions on projection-based augmented reality for interactive learning. In Proceedings of the 19th international conference on Intelligent User Interfaces (pp. 353-358).
Klopfer, E., & Squire, K. (2008). Environmental Detectives—the development of an augmented reality platform for environmental simulations. Educational technology research and development, 56, 203-228.
Kosmas, P., & Zaphiris, P. (2018). Embodied cognition and its implications in education: An overview of recent literature. International Journal of Educational and Pedagogical Sciences, 12(7), 970-976.
Lee, W. J., Huang, C. W., Wu, C. J., Huang, S. T., & Chen, G. D. (2012, July). The effects of using embodied interactions to improve learning performance. In 2012 IEEE 12th international conference on advanced learning technologies (pp. 557-559). IEEE.
Liyanawatta, M., Yang, S. H., Liu, Y. T., Zhuang, Y., & Chen, G. D. (2022). Audience participation digital drama‐based learning activities for situational learning in the classroom. British Journal of Educational Technology, 53(1), 189-206.
Lozano, S. C., Hard, B. M., & Tversky, B. (2007). Putting action in perspective. Cognition, 103(3), 480-490.
González-Davies, M., & Raído, V. E. (2018). Situated learning in translator and interpreter training: Bridging research and good practice. In Situated Learning in Translator and Interpreter Training (pp. 1-11). Routledge.McNeill, D. (2019). Gesture and thought. University of Chicago press.
Meng, M., Fallavollita, P., Blum, T., Eck, U., Sandor, C., Weidert, S., ... & Navab, N. (2013, October). Kinect for interactive AR anatomy learning. In 2013 IEEE International Symposium on Mixed and Augmented Reality (ISMAR) (pp. 277-278). IEEE.
Milgram, P., & Kishino, F. (1994). A taxonomy of mixed reality visual displays. IEICE TRANSACTIONS on Information and Systems, 77(12), 1321-1329.
Molina-Carmona, R., Pertegal-Felices, M. L., Jimeno-Morenilla, A., & Mora-Mora, H. (2018). Virtual reality learning activities for multimedia students to enhance spatial ability. Sustainability, 10(4), 1074.
Montello, D. R. (1997, October). The perception and cognition of environmental distance: Direct sources of information. In International conference on spatial information theory (pp. 297-311). Berlin, Heidelberg: Springer Berlin Heidelberg.
Nincarean, D., Alia, M. B., Halim, N. D. A., & Rahman, M. H. A. (2013). Mobile augmented reality: The potential for education. Procedia-social and behavioral sciences, 103, 657-664.
Ninio, A., & Bruner, J. (1978). The achievement and antecedents of labelling. Journal of child language, 5(1), 1-15.
Palincsar, A. S. (1986). The role of dialogue in providing scaffolded instruction. Educational psychologist, 21(1-2), 73-98.
Park, J., Kim, D. E., & Sohn, M. (2011). 3D simulation technology as an effective instructional tool for enhancing spatial visualization skills in apparel design. International Journal of Technology and Design Education, 21, 505-517.
Pintrich, P. R. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ).
Prasetya, R. E. (2021). INVESTIGATING SITUATED LEARNING PRACTICE FOR ENGLISH LANGUAGE TEACHING IN HIGHER EDUCATION (ONLINE-BASED ENVIRONMENT). The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language, 8(2), 84-100.
Ratcliffe, J., & Tokarchuk, L. (2020, August). Evidence for embodied cognition in immersive virtual environments using a second language learning environment. In 2020 IEEE Conference on Games (CoG) (pp. 471-478). IEEE.
Santos, M. E. C., Lübke, A. I. W., Taketomi, T., Yamamoto, G., Rodrigo, M. M. T., Sandor, C., & Kato, H. (2016). Augmented reality as multimedia: the case for situated vocabulary learning. Research and Practice in Technology Enhanced Learning, 11, 1-23.
Sawyer, R. K. (Ed.). (2005). The Cambridge handbook of the learning sciences. Cambridge University Press.
Schott, C., & Marshall, S. (2018). Virtual reality and situated experiential education: A conceptualization and exploratory trial. Journal of computer assisted learning, 34(6), 843-852.
Siegel, A. W., & White, S. H. (1975). The development of spatial representations of large-scale environments. Advances in child development and behavior, 10, 9-55.
Taylor, H. A., & Tversky, B. (1992). Spatial mental models derived from survey and route descriptions. Journal of Memory and language, 31(2), 261-292.
Tussyadiah, I. P., Jung, T. H., & tom Dieck, M. C. (2018). Embodiment of wearable augmented reality technology in tourism experiences. Journal of Travel research, 57(5), 597-611.
Tversky, B. (2019). Mind in motion: How action shapes thought. Hachette UK.
Wann, J. P., Rushton, S., & Mon-Williams, M. (1995). Natural problems for stereoscopic depth perception in virtual environments. Vision research, 35(19), 2731-2736.
Wen, Y., & Looi, C. K. (2019). Review of augmented reality in education: Situated learning with digital and non-digital resources. Learning in a Digital World: Perspective on Interactive Technologies for Formal and Informal Education, 179-193.
Weng, C., Puspitasari, D., Tran, K. N. P., Feng, P. J., Awuor, N. O., & Matere, I. M. (2023). The effect of using theodolite 3D AR in teaching measurement error on learning outcomes and satisfaction of civil engineering students with different spatial ability. Interactive Learning Environments, 31(5), 2722-2736.
Wikipedia contributors. (2023, May 28). Spatial cognition. In Wikipedia, The Free Encyclopedia. Retrieved 12:40, August 1, 2023, from https://en.wikipedia.org/w/index.php?title=Spatial_cognition&oldid=1157372164
Wilson, M. (2002). Six views of embodied cognition. Psychonomic bulletin & review, 9, 625-636.
Wu, H. K., Lee, S. W. Y., Chang, H. Y., & Liang, J. C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers & education, 62, 41-49.
Wu, W. Y., Luo, Y. F., Huang, D. Y., Huang, C. W., Peng, Y. I., & Chen, G. D. (2015). A Self-Observable Learning Cinema in the Classroom. In The 23rd International Conference on Computers in Education (pp. 257-262).
Yue, J. (2008). Spatial visualization by realistic 3D views. The Engineering Design Graphics Journal, 72(1).

指導教授

陳國棟(Gwo-Dong Chen)

審核日期

2023-8-7

推文