探討遠距體感合作系統與互動知覺學習風格對多人協作之影響

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姓名

詹士誼(Shi-Yi Zhan) 查詢紙本館藏

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網路學習科技研究所

論文名稱

探討遠距體感合作系統與互動知覺學習風格對多人協作之影響

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摘要(中)

本研究以3D虛擬實境為基礎，開發一個遠距體感合作的遊戲系統。藉由人與人的即時互動，了解不同互動模式、互動行為等情況。使用此系統時，團隊藉由動作與聲音的互動來達成活動遊戲任務。本研究設計兩人為一組的推、合跳的動作來進行互動遊戲。本研究根據Barsch在1980編制的個人學習風格量表，改編成互動知覺學習風格量表，以探討個人喜歡用什麼樣的方式去幫忙別人與喜歡別人用什麼樣的方式來幫忙他，藉由此個人的互動知覺學習風格來探討其對於任務成效、互動行為、團隊心流、認知負荷之影響。在小組部分透過團隊心流與認知負荷量測，了解不同組別的沉浸感與認知情況，最後藉由互動知覺學習風格型態的組別了解不同組合對於任務成效之影響。
本研究總共66位大學及碩士生，共33組。研究結果發現動作加聲音的互動模式能夠提高小組之間的互動次數，但這種模式會增加使用者的認知負荷。透過了解不同模式的團隊心流狀態，發現不同模式下的團隊心流狀態會影響其任務表現。而本研究設計推、合跳等動作互動，的確可以提高彼此的互動情況。尤其是合跳的動作不管在使用聲音加動作的模式或是單純只能使用動作的互動的模式都能提高任務成效。而在只能使用動作的模式方面，推有效的次數會影響到任務成效，透過隊友使用推的幫助，並依照隊友的指示移動就能使團隊的任務成效達到最佳的情況。在只能使用聲音的模式發現，良好的互相溝通也能有效提高任務成效。另外從實驗中發現不同知覺學習風格型態的組合會影響其小組的任務表現。

摘要(英)

This research proposes using 3D virtual reality as a foundation to develop a kinematic cooperation system in order to understand the different interactive scenario and behaviors between people. Team uses motion movements as well as sounds to complete the interactive game task or activities. The games designed in this study are to have a team of 2 people to complete tasks with sets of pushing and co-jumping interactive movements. This study redesigned the Barsch-Barsch 1980 Learning Style Inventory of self assessment learning styles to the assessment of interactive and perceptive learning styles. This is done by exploring the likes of how one wish to assist others and how they would like others to assist them. Through these findings this study wishes to explore the affects of task completion, interaction behavior, team flow and cognitive load and how this impact on team’s when individuals are grouped together thus further understanding the involvement and perceptions of team flow and cognitive loads on the different teams. Finally using these results to understand how the different combination affects the completion of tasks.
This study sampled 66 undergraduate and postgraduate students that were put into 33 teams. The results showed that movement and sound interaction can increase the amount of interaction between the team members however this scenario of interaction will cause the user to have cognitive over load. Through the understanding of the different team flow pattern the study was able to find that different team flow will affect the performance of the teams on each different scenario. The “push and co-jump movement” designed by this study can effectively increase the interaction between the team members. Whether it is co-jump with or without sound enhancement, the positive push movement without sound or no movements with sounds supported by good communication. All of the 3 different scenarios can effectively increase the chances of task completion. Furthermore the study also found that different perceptual learning style combination will also affect the team’s performance in their tasks.

關鍵字(中)

★ 虛擬實境
★ 互動行為
★ 互動知覺學習風格量表
★ 團隊心流
★ 認知負荷
★ 體感遊戲

關鍵字(英)

★ Virtual reality
★ Interactive behavior
★ Interactive perceptual learning styles
★ Team flow
★ Cognitive load
★ Exergames

論文目次

中文摘要 i
Abstract ii
致謝 iii
目錄 iv
圖目錄 vii
表目錄 viii
第一章緒論 1
1.1 研究背景與動機 1
1.2 研究目的與問題 3
1.2.1 研究目的 3
1.2.2 研究問題 3
1.3 名詞解釋 4
1.4 研究限制 5
第二章文獻探討 6
2.1 虛擬實境與擴增實境 6
2.1.1 虛擬實境與擴增實境定義 6
2.1.2 虛擬實境與擴增實境的科技裝置和技術 7
2.1.3 虛擬實境與擴增實境相關研究與應用 11
2.2 協同合作與其系統 13
2.3 訊息處理模式與體感遊戲 15
2.4 學習風格 18
2.4.1 學習風格定義與模式 18
2.4.2 知覺學習風格量表 20
2.5 團隊心流 23
2.5.1 心流與團隊心流的定義 23
2.5.2 心流與團隊心流的特徵 23
2.5.3 心流與團隊心流的測量 26
2.6 認知負荷理論 28
2.6.1 認知負荷理論的基本觀點 28
2.6.2 認知負荷理論的定義 29
2.6.3 認知負荷理論的特性 29
2.6.4 認知負荷理論的類型與測量 31
第三章系統實作 33
3.1 系統設計 33
3.2 系統任務內容 35
3.3 互動的行為 39
3.4 任務模式 41
3.5 系統實驗使用流程 42
第四章研究方法 43
4.1 研究架構 43
4.2 研究假設 46
4.3 研究步驟 47
4.4 研究對象與時間 48
4.5 活動設計 50
4.6 研究工具 51
4.7 資料蒐集 57
4.8 資料處理 58
第五章結果分析與討論 60
5.1 樣本基本資料描述 60
5.2 不同互動模式對於小組互動行為及互動成效之分析 61
5.3 不同互動模式對於小組團隊心流及認知負荷之分析 65
5.4 不同互動行為對於小組互動成效之影響 66
5.5 團隊心流以及認知負荷對於小組互動成效之影響 71
5.5.1 團隊心流對於小組互動成效之影響 71
5.5.2 認知負荷量對於小組互動成效之影響 77
5.6 互動知覺學習風格集群分析與判別分析 78
5.6.1 互動知覺學習風格集群 78
5.6.2 互動知覺學習風格判別 81
5.7 以個體互動知覺學習風格探討不同互動行為與互動成效之分析 85
5.7.1 根據幫助者型態學習風格探討不同互動行為與互動成效之分析 85
5.7.2 根據被幫助者型態學習風格探討不同互動行為與互動成效之分析 90
5.8 以個體互動知覺學習風格探討團隊心流以及認知負荷之分析 95
5.8.1 根據幫助者型態學習風格探討不同團隊心流與認知負荷之分析 95
5.8.2 根據被幫助者型態學習風格探討不同團隊心流與認知負荷之分析 100
5.9 以互動知覺學習風格組合探討總任務成效之分析 103
第六章結果與建議 105
6.1 研究結果 105
6.2 研究結論與貢獻 110
6.3 未來工作與建議 113
參考文獻 114
中文部分 114
英文部分 116
附錄 122
附錄一互動行為紀錄表 122
附錄二基本資料與互動知覺學習風格 123
附錄三團隊心流量表 127
附錄四認知負荷量表 129

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指導教授

黃武元(Wu-Yuin Hwang)

審核日期

2013-1-22

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