博碩士論文 111522067 詳細資訊




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:115 、訪客IP:3.135.204.31
姓名 任家駿(Jia-Jyun Ren)  查詢紙本館藏   畢業系所 資訊工程學系
論文名稱 多模態的具身情境學習及反思回顧系統
(Multimodal Embodied Situated Learning and Reflection System)
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]
  1. 本電子論文使用權限為同意立即開放。
  2. 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。
  3. 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) 傳統的學習方法大多依賴於紙本教材,並由老師口頭教導,形成了老師主導教學,學生在教室內被動接受知識。然而在技能密集型的學科如體育運動、餐旅服務等實作學科中,學習者需要透過自身的多種感官及肢體行為進行知識的學習與實際應用,並於學習後對其多模態的行為進行反思。
為了能使學習者能在真實的情境中,透過自身多種具身行為進行學習及反思,本研究設計了一款多模態的具身情境學習及反思回顧系統,並將其應用於數位同步情境中,透過立體視覺相機及麥克風將學習者各種不同的感官表現擷取並儲存下來,使學習者能透過自身多模態的具身行為作為互動基礎,控制虛擬化身進入虛擬情境中進行學習。學習過程中,系統能透過多模態資料對學習者的具身行為進行即時評量並給予相對應的多模態學習鷹架及系統回饋,且學習者能透過觀看多模態的學習紀錄進行反思學習,使學習者在不提升認知負荷的情況下,提升其學習成效、學習動機、反身性思考。
為了驗證此系統及教學方法是否能提升學習相關面向,本研究進一步將系統應用於實際課程中。研究結果顯示,本研究之系統在不提升認知負荷的情況下,可以提升學習者的學習成效,且學習動機及反身性思考方面也有正向的影響。
摘要(英) Traditional learning methods largely rely on printed materials, with teachers delivering knowledge orally, leading to teacher-dominated instruction and passive knowledge reception by students in the classroom. However, in skill-intensive disciplines such as physical education and hospitality services, learners need to engage multiple senses and bodily actions to learn and apply knowledge practically. Furthermore, learners are required to reflect on their multimodal behaviors after learning.
To enable learners to engage in learning and reflection through their own embodied behaviors in scenarios, this study has designed a multimodal embodied situated learning and reflection system. Applied in a digital synchronous setting, the system captures and stores the learners′ various sensory performances using stereo cameras and microphones. This allows learners to interact based on their multimodal embodied behaviors and control a avatar to enter virtual scenarios for learning. During the learning process, multimodal data analysis allows for real-time assessment of learners′ embodied behaviors, providing corresponding multimodal learning scaffolds and system feedback. Learners can engage in reflective learning by reviewing their multimodal learning records. With this system, learners can enhance their learning outcomes, motivation, and reflective thinking without increasing cognitive load.
To validate whether this system can enhance related learning aspects, the system was further applied in actual courses. The research results indicate that this system can enhance learners′ learning outcomes without increasing cognitive load, and also positively affects their learning motivation and reflective thinking.
關鍵字(中) ★ 情境認知
★ 數位自我
★ 具身認知
★ 空間運算
★ 多模態
★ 鷹架理論
★ 反思學習
關鍵字(英) ★ Digital Self
★ Embodied Cognition
★ Multimodality
★ Reflective Learning
★ Scaffolding
★ Situated Cognition
★ Spatial Computing
論文目次 摘要 I
Abstract II
誌謝 IV
目錄 V
圖目錄 VIII
表目錄 XI
一、 緒論 1
1-1 研究背景 1
1-2 研究動機 4
1-3 研究假設 4
1-4 研究目標 5
1-5 待答問題 5
二、 相關研究 6
2-1 情境認知 6
2-2 數位自我 7
2-3 具身認知 7
2-4 空間運算 9
2-5 多模態 9
2-6 鷹架理論 11
2-7 反思學習 12
2-8 相關研究總結 13
三、 以人為中心的設計 14
3-1 以使用者為中心設計 14
3-1-1 設計理念 14
3-1-2 環境設計 14
3-2 教學設計 14
3-2-1 學習者的學習模式 15
3-2-2 教學者的教學模式 22
3-3 系統架構 25
3-3-1 系統架構 25
3-3-2 開發環境 28
3-4 研究問題之解決方法 28
四、 實驗設計 34
4-1 實驗假設 34
4-2 實驗對象 34
4-3 實驗教材 34
4-4 實驗流程 35
4-5 實驗評估方法 41
4-5-1 施測工具 – 前測及後測試卷 41
4-5-2 施測工具 – 問卷 42
五、 實驗結果與討論 43
5-1 前後測試卷結果分析 43
5-1-1 共變異數分析前驗證 43
5-1-2 共變異數分析與討論 45
5-2 問卷結果分析 46
5-2-1 問卷信度分析 46
5-2-2 問卷結果描述 46
5-3 訪談結果 49
5-3-1 學習者訪談 49
5-3-2 教學者訪談 50
六、 結論與未來研究 52
6-1 結論與建議 52
6-2 未來研究與改進方針 53
參考文獻 54
附錄一 情境教材 64
附錄二 前測試卷 72
附錄三 後測試卷 74
附錄四 實驗問卷 76
附錄五 英文論文關鍵字 77
參考文獻 黃招憲、郭德信、王淑麗 (2005)。餐旅日語(上)。致良出版社。
黃招憲、許惠端、王靖絜 (2010)。餐旅日語(下)。致良出版社。
吳建宇(2023)。以學生具身沉浸與具身辨識達成具身認知學習以提升學習成效。國立中央大學資訊工程學系學位論文。
唐浩(2024)。使用者自定義之數位情境學習系統。國立中央大學資訊工程學系學位論文。
Akers, J., Zimmermann, J., Trutoiu, L., Schowengerdt, B., & Kemelmacher-Shlizerman, I. (2020, October). Mixed reality spatial computing in a remote learning classroom. In Proceedings of the 2020 ACM Symposium on Spatial User Interaction (pp. 1-3).
Ambady, N., & Rosenthal, R. (1993). Half a minute: Predicting teacher evaluations from thin slices of nonverbal behavior and physical attractiveness. Journal of personality and social psychology, 64(3), 431.
Anderson, J. R., Reder, L. M., & Simon, H. A. (1996). Situated learning and education. Educational researcher, 25(4), 5-11.
Baltrušaitis, T., Ahuja, C., & Morency, L. P. (2018). Multimodal machine learning: A survey and taxonomy. IEEE transactions on pattern analysis and machine intelligence, 41(2), 423-443.
Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, NJ, 1986(23-28), 2.
Barsalou, L. W. (1999). Perceptual symbol systems. Behavioral and brain sciences, 22(4), 577-660.
Barsalou, L. W., Santos, A., Simmons, W. K., & Wilson, C. D. (2008). Language and simulation in conceptual processing. Symbols, embodiment, and meaning, 245-283.
Belk, R. W. (2013). Extended self in a digital world. Journal of consumer research, 40(3), 477-500.
Blikstein, P., & Worsley, M. (2016). Multimodal learning analytics and education data mining: Using computational technologies to measure complex learning tasks. Journal of Learning Analytics, 3(2), 220-238.
Boud, D., Keogh, R., & Walker, D. (2013). Reflection: Turning experience into learning. Routledge.
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
Chen, J. C. (2016). The crossroads of English language learners, task-based instruction, and 3D multi-user virtual learning in Second Life. Computers & Education, 102, 152-171.
Chen, L., Feng, G., Leong, C. W., Joe, J., Kitchen, C., & Lee, C. M. (2016). Designing an automated assessment of public speaking skills using multimodal cues. Journal of Learning Analytics, 3(2), 261-281.
Chew, S. W., Jhu, J. Y., & Chen, N. S. (2018, July). The effect of learning English idioms using scaffolding strategy through situated learning supported by augmented reality. In 2018 IEEE 18th international conference on advanced learning technologies (ICALT) (pp. 390-394). IEEE.
Chiang, P. Y., Lee, C. H., Lin, S. H., Fan, C. Y., Chen, Y. H., & Chen, G. D. (2018, June). A Situational Comic Play Drama Learning System to Enhance Students’ Learning Motivation. In EdMedia+ Innovate Learning (pp. 1269-1274). Association for the Advancement of Computing in Education (AACE).
Cohen, J. (1992). Statistical power analysis. Current directions in psychological science, 1(3), 98-101.
Dalsgaard, C. (2020). Reflective Mediation: Toward a Sociocultural Conception of Situated Reflection. Frontline Learning Research, 8(1), 1-13.
Danish, J. A., Enyedy, N., Saleh, A., Lee, C., & Andrade, A. (2015). Science through technology enhanced play: Designing to support reflection through play and embodiment. International Society of the Learning Sciences, Inc.[ISLS]..
Davis, B., Tu, X., Georgen, C., Danish, J. A., & Enyedy, N. (2019). The impact of different play activity designs on students’ embodied learning. Information and Learning Sciences, 120(9/10), 611-639.
Dewey, J. (1933). How we think, revised edition. Boston: D.C. Heath.
Dickey, M. D. (2003). Teaching in 3D: Pedagogical affordances and constraints of 3D virtual worlds for synchronous distance learning. Distance education, 24(1), 105-121.
Dourish, P. (2001). Where the action is: the foundations of embodied interaction. MIT press.
Edelson, D. C., Gordin, D. N., & Pea, R. D. (1999). Addressing the challenges of inquiry-based learning through technology and curriculum design. Journal of the learning sciences, 8(3-4), 391-450.
Eraut, M. (1994). Developing professional knowledge and competence. Psychology Press.
Farhadloo, M., Sharma, A., Shekhar, S., & Markovic, S. N. (2023). Spatial computing opportunities in biomedical decision support: The atlas-ehr vision. arXiv preprint arXiv:2305.09675.
Farrah, M. (2012). Reflective journal writing as an effective technique in the writing process. An-Najah University Journal for Research-B (Humanities), 26(4), 997-1025.
Fleming, M., Merrell, C., & Tymms, P. (2004). The impact of drama on pupils′ language, mathematics, and attitude in two primary schools. Research in drama education, 9(2), 177-197.
Fugate, J. M., Macrine, S. L., & Cipriano, C. (2019). The role of embodied cognition for transforming learning. International Journal of School & Educational Psychology, 7(4), 274-288.
Fuste, A., Reynolds, B., Hobin, J., & Heun, V. (2020, April). Kinetic ar: A framework for robotic motion systems in spatial computing. In Extended abstracts of the 2020 CHI conference on human factors in computing systems (pp. 1-8).
Genome, S. (2020). The Global Startup Ecosystem Report 2020 (GSER2020). Relatório anual. Disponível em:< https://startupgenome. com/reports/gser2020>. Acesso em, 7.
George, D. (2011). SPSS for windows step by step: A simple study guide and reference, 17.0 update, 10/e. Pearson Education India.
George-Palilonis, J., & Filak, V. (2009). Blended Learning in the Visual Communications Classroom: Student Reflections on a Multimedia Course. Electronic journal of e-learning, 7(3), 247-256.
Gerrish, K. (1993). An evaluation of a portfolio as an assessment tool for teaching practice placements. Nurse Education Today, 13(3), 172-179.
Gibson, J. (1985). The ecological approach to visual perception. 生態学的視覚論.
Greenwold, S. (2003). Spatial computing. Massachusetts Institute of Technology, Master.
Halliday, M. A. K. (1978). Language as social semiotic: The social interpretation of language and meaning. (No Title).
Herrington, J., & Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational technology research and development, 48(3), 23-48.
Hodge, R. I. V., & Kress, G. R. (1988). Social semiotics. Cornell University Press.
Hsia, L. H., Hwang, G. J., & Lin, C. J. (2022). A WSQ-based flipped learning approach to improving students’ dance performance through reflection and effort promotion. Interactive Learning Environments, 30(2), 229-244.
Hussain, M. S., Monkaresi, H., & Calvo, R. A. (2012). Categorical vs. dimensional representations in multimodal affect detection during learning. In Intelligent Tutoring Systems: 11th International Conference, ITS 2012, Chania, Crete, Greece, June 14-18, 2012. Proceedings 11 (pp. 78-83). Springer Berlin Heidelberg.
Hwang, W. Y., Shih, T. K., Ma, Z. H., Shadiev, R., & Chen, S. Y. (2016). Evaluating listening and speaking skills in a mobile game-based learning environment with situational contexts. Computer Assisted Language Learning, 29(4), 639-657.
Inkpen, K. M., & Sedlins, M. (2011, March). Me and my avatar: exploring users′ comfort with avatars for workplace communication. In Proceedings of the ACM 2011 conference on Computer supported cooperative work (pp. 383-386).
Jewitt, C. (Ed.). (2009). The Routledge handbook of multimodal analysis (Vol. 1). London: Routledge.
Johnson-Glenberg, M. C., Birchfield, D. A., Tolentino, L., & Koziupa, T. (2014). Collaborative embodied learning in mixed reality motion-capture environments: Two science studies. Journal of educational psychology, 106(1), 86.
Karpov, A. A., & Yusupov, R. M. (2018). Multimodal interfaces of human–computer interaction. Herald of the Russian Academy of Sciences, 88, 67-74.
Kayes, D. C. (2017). The limits and consequences of experience absent reflection: Implications for learning and organizing. In Organizing reflection (pp. 79-94). Routledge.
Kember, D., Leung, D. Y., Jones, A., Loke, A. Y., McKay, J., Sinclair, K., ... & Yeung, E. (2000). Development of a questionnaire to measure the level of reflective thinking. Assessment & evaluation in higher education, 25(4), 381-395.
Kiefer, M., & Trumpp, N. M. (2012). Embodiment theory and education: The foundations of cognition in perception and action. Trends in Neuroscience and Education, 1(1), 15-20.
Kolb, A. Y., & Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of management learning & education, 4(2), 193-212.
Kress, G. (2003). Literacy in the new media age. routledge.
Kress, G., & Van Leeuwen, T. (2020). Reading images: The grammar of visual design. Routledge.
Leppink, J., Paas, F., Van der Vleuten, C. P., Van Gog, T., & Van Merriënboer, J. J. (2013). Development of an instrument for measuring different types of cognitive load. Behavior research methods, 45, 1058-1072.
Mayer, R. E. (Ed.). (2005). The Cambridge handbook of multimedia learning. Cambridge university press.
Mohamed, K. S. (2023). Deep learning for spatial computing: augmented reality and metaverse “the Digital Universe”. In Deep Learning-Powered Technologies: Autonomous Driving, Artificial Intelligence of Things (AIoT), Augmented Reality, 5G Communications and Beyond (pp. 131-150). Cham: Springer Nature Switzerland.
Niedermeyer, F. C., & Oliver, L. (1972). The development of young children′s dramatic and public speaking skills. The Elementary School Journal, 73(2), 95-100.
Ochoa, X., & Worsley, M. (2016). Augmenting learning analytics with multimodal sensory data. Journal of Learning Analytics, 3(2), 213-219.
O′Toole, J., Stinson, M., & Moore, T. (2009). Drama and curriculum: A giant at the door (Vol. 6). Springer Science & Business Media.
Oviatt, S. (1999). Ten myths of multimodal interaction. Communications of the ACM, 42(11), 74-81.
Quek, F., McNeill, D., Bryll, R., Duncan, S., Ma, X. F., Kirbas, C., ... & Ansari, R. (2002). Multimodal human discourse: gesture and speech. ACM Transactions on Computer-Human Interaction (TOCHI), 9(3), 171-193.
Palincsar, A. S. (1998). Keeping the metaphor of scaffolding fresh—-a response to C. Addison Stone′s “The metaphor of scaffolding: Its utility for the field of learning disabilities”. Journal of learning disabilities, 31(4), 370-373.
Pijeira-Díaz, H. J., Drachsler, H., Järvelä, S., & Kirschner, P. A. (2016, April). Investigating collaborative learning success with physiological coupling indices based on electrodermal activity. In Proceedings of the sixth international conference on learning analytics & knowledge (pp. 64-73).
Pintrich, P., Smith, D., Garcia, T., & McKeachie, W. (1991). A manual for the use of the motivated strategies for learning Questionnaire (MSLQ)
Plopski, A., Ienaga, N., & Sugimoto, M. (2023). Tracking systems: Calibration, hardware, and peripherals. In Springer Handbook of Augmented Reality (pp. 211-238). Cham: Springer International Publishing.
Puntambekar, S., & Kolodner, J. L. (2003). Distributed scaffolding: helping students learn science from design. Cogn Inst.
Schön, D. (1983). The reflective practitioner. London, UK: Temple Smith.
Sediyani, T., & Hadi, E. (2017). Integration of Audio Visual Multimedia for Special Education Pre-Service Teachers′ Self Reflections in Developing Teaching Competencies. Journal of Education and Practice, 8(6), 106-112.
Spurgeon, S., & Bowen, J. L. (2002). Digital Video/Multimedia Portfolios as a Tool To Develop Reflective Teacher Candidates.
Spurgeon, S., & Bowen, J. L. (2002, December). Promoting reflective thinking in teacher candidates: are digital video/multimedia portfolios a useful tool?. In International Conference on Computers in Education, 2002. Proceedings. (pp. 1427-1428). IEEE.
Sharma, K., & Giannakos, M. (2020). Multimodal data capabilities for learning: What can multimodal data tell us about learning?. British Journal of Educational Technology, 51(5), 1450-1484.
Sharma, R., Pavlovic, V. I., & Huang, T. S. (1998). Toward multimodal human-computer interface. Proceedings of the IEEE, 86(5), 853-869.
Shin, D. (2018). Empathy and embodied experience in virtual environment: To what extent can virtual reality stimulate empathy and embodied experience?. Computers in human behavior, 78, 64-73.
Steed, A., Pan, Y., Zisch, F., & Steptoe, W. (2016, March). The impact of a self-avatar on cognitive load in immersive virtual reality. In 2016 IEEE virtual reality (VR) (pp. 67-76). IEEE.
Stolz, S. A. (2015). Embodied learning. Educational philosophy and theory, 47(5), 474-487.
Sung, H. Y., & Hwang, G. J. (2013). A collaborative game-based learning approach to improving students′ learning performance in science courses. Computers & education, 63, 43-51.
Turk, M., & Robertson, G. (2000). Perceptual user interfaces (introduction). Communications of the ACM, 43(3), 32-34.
Waisberg, E., Ong, J., Masalkhi, M., Zaman, N., Sarker, P., Lee, A. G., & Tavakkoli, A. (2024). Apple Vision Pro and why extended reality will revolutionize the future of medicine. Irish Journal of Medical Science (1971-), 193(1), 531-532.
Walker, R. (2002). Case study, case records and multimedia. Cambridge journal of Education, 32(1), 109-127.
Wald, H. S., Davis, S. W., Reis, S. P., Monroe, A. D., & Borkan, J. M. (2009). Reflecting on reflections: enhancement of medical education curriculum with structured field notes and guided feedback. Academic Medicine, 84(7), 830-837.
Walqui, A. (2006). Scaffolding instruction for English language learners: A conceptual framework. International journal of bilingual education and bilingualism, 9(2), 159-180.
Wilson, M. (2002). Six views of embodied cognition. Psychonomic bulletin & review, 9, 625-636.
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of child psychology and psychiatry, 17(2), 89-100.
Worsley, M. (2018, March). (Dis) engagement matters: Identifying efficacious learning practices with multimodal learning analytics. In Proceedings of the 8th international conference on learning analytics and knowledge (pp. 365-369).
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).
Yang, F. Y., Chang, C. Y., Chien, W. R., Chien, Y. T., & Tseng, Y. H. (2013). Tracking learners′ visual attention during a multimedia presentation in a real classroom. Computers & Education, 62, 208-220.
Yee, N., & Bailenson, J. (2007). The Proteus effect: The effect of transformed self-representation on behavior. Human communication research, 33(3), 271-290.
Yee, N., Bailenson, J. N., & Ducheneaut, N. (2009). The Proteus effect: Implications of transformed digital self-representation on online and offline behavior. Communication Research, 36(2), 285-312.
Yildiz, E., Møller, C., & Bilberg, A. (2020). Virtual factory: digital twin based integrated factory simulations. Procedia CIRP, 93, 216-221.
Zhao, S. (2005). The digital self: Through the looking glass of telecopresent others. Symbolic interaction, 28(3), 387-405.
指導教授 陳國棟(Gwo-Dong Chen) 審核日期 2024-7-26
推文 facebook   plurk   twitter   funp   google   live   udn   HD   myshare   reddit   netvibes   friend   youpush   delicious   baidu   
網路書籤 Google bookmarks   del.icio.us   hemidemi   myshare   

若有論文相關問題,請聯絡國立中央大學圖書館推廣服務組 TEL:(03)422-7151轉57407,或E-mail聯絡  - 隱私權政策聲明