| DC 欄位 |
值 |
語言 |
| DC.contributor | 網路學習科技研究所 | zh_TW |
| DC.creator | 詹士誼 | zh_TW |
| DC.creator | Shi-Yi Zhan | en_US |
| dc.date.accessioned | 2013-1-22T07:39:07Z | |
| dc.date.available | 2013-1-22T07:39:07Z | |
| dc.date.issued | 2013 | |
| dc.identifier.uri | http://ir.lib.ncu.edu.tw:88/thesis/view_etd.asp?URN=995204014 | |
| dc.contributor.department | 網路學習科技研究所 | zh_TW |
| DC.description | 國立中央大學 | zh_TW |
| DC.description | National Central University | en_US |
| dc.description.abstract | 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。 | zh_TW |
| dc.description.abstract | 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. | en_US |
| DC.subject | 虛擬實境 | zh_TW |
| DC.subject | 互動行為 | zh_TW |
| DC.subject | 互動知覺學習風格量表 | zh_TW |
| DC.subject | 團隊心流 | zh_TW |
| DC.subject | 認知負荷 | zh_TW |
| DC.subject | 體感遊戲 | zh_TW |
| DC.subject | Virtual reality | en_US |
| DC.subject | Interactive behavior | en_US |
| DC.subject | Interactive perceptual learning styles | en_US |
| DC.subject | Team flow | en_US |
| DC.subject | Cognitive load | en_US |
| DC.subject | Exergames | en_US |
| DC.title | 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 | zh_TW |
| dc.language.iso | zh-TW | zh-TW |
| DC.type | 博碩士論文 | zh_TW |
| DC.type | thesis | en_US |
| DC.publisher | National Central University | en_US |