支援體驗式學習之教室內數位劇場

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姓名

林成馨(Cheng-Hsin Lin) 查詢紙本館藏

畢業系所

資訊工程學系

論文名稱

支援體驗式學習之教室內數位劇場
(Digital Theater in the Classroom for Experiential Learning)

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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)

近年來，許多老師及學者認為經驗式學習、真實情境學習、情境學習是有助於學生在情境中學習，而戲劇是其中一種方式可以讓學生透過角色扮演來進入情境中學習知識。但是在有限的時間及教室空間內要建置出與學習教材內容相符，且具有周全背景、道具的舞台相當不易，使得演員難以融入至情境中，台下觀眾也無法辨識角色。由於演出時面對的是觀眾，因此無法觀察自己演出上的錯誤，也容易造成學生緊張而怯場。
本研究提出數位劇場模式，並根據此模式建構出一個數位劇場系統，協助師生與書商能在教室內依學習教材內容快速建構出情境舞台及劇本。希望透過擬真的情境與數位面具/服裝/道具的輔助，使學生能融入進角色情感中。由於能看見自己進入場景，因此可以即時修正錯誤及反思。劇場也會將表演過程錄製成成果影片，使學生課堂、課後觀摩並改善自己缺失與吸收他人優點。
經研究結果顯示，數位劇場具有寓教於樂，不僅使學生主動求知，也能在情境中體會及反思學習教材內容，以利未來將經驗應用至寫作中。數位面具/服裝/道具能使學生產生角色認同感，並豐富劇場。數位劇場也能協助老師將情意帶給學生，並教導學生情緒表達。

摘要(英)

In recent years, many teachers and scholars accept that experiential learning, authentic learning and situated learning can help students learn in the scenarios. Drama is an approach that students can learn the knowledge in the situation through role playing. However, it′s not easy to construct the appropriate teaching materials, completed backdrops and props in in a limited time and space. Therefore, it makes students difficult to integrate into the scenarios and to be recognized by audiences. Moreover, students can′t observe their errors on performing and have stage fright.
In this research, it constructed the Digital Theater by the Digital Theater’s model that can help teachers, students, and book publishers quickly construct the situated stage based on the teaching materials. And it also expect that through the realistic scenarios, digital mask, costume, props to enable students to integrate into the role of emotion. Because students can see their performance immediately, they can revise the error and reflect directly. When students perform in the situated stage, the system will synchronize videos. These videos can provide students for learning from others advantages and correcting their shortcomings by observing in class or after school.
The results showed that the Digital Theater is adequate for edutainment. Students not only took the initiative to seek knowledge, but understood and reflected the teaching materials in the scenarios in order to apply the experience in writing. Digital mask, costume, props enable students to have role identity and enrich the theater. Besides, Digital Theater also help the teacher to give students inspiration, and to lead students to express emotions.

關鍵字(中)

★ 數位劇場
★ 數位學習遊樂場
★ 教育戲劇
★ 體驗式學習

關鍵字(英)

★ Digital Theater
★ Digital Learning Playground
★ Drama in Education
★ Experiential Learning

論文目次

中文摘要 i
Abstract ii
致謝 iii
目錄 iv
圖目錄 vi
表目錄 viii
一、緒論 1
1-1 研究背景 1
1-2 研究動機 3
1-3 研究目標 3
1-4 研究問題與對策 4
1-5 論文架構 5
二、相關研究 6
2-1 教育戲劇（Drama in Education） 6
2-2 真實情境學習（Authentic learning） 8
2-3 體驗式學習（Experiential Learning） 10
2-4 不同的情境學習方式 12
2-4-1 數位遊戲式學習（Digital game-based learning） 12
2-4-2 第二人生（Second Life） 13
2-5 學習遊樂場（Digital Learning Playground） 14
2-6 劇場相關設計 16
2-6-1 面具/臉譜 16
2-6-2 服裝/道具 17
三、數位劇場建置與實作 19
3-1 建構數位劇場 19
3-1-1 環境設置設計 20
3-1-2 數位劇場功能 21
3-2 系統架構 25
3-2-1 數位劇場架構 28
3-3 系統實作 29
3-3-1 教室環境設置 29
3-3-2 編劇功能 31
3-3-3 展演功能 36
四、使用者測試與結果分析 39
4-1 使用測試背景 39
4-1-1 活動一 40
4-1-2 活動二 40
4-1-3 活動三 40
4-2 使用測試流程 41
4-2-1 活動一 41
4-2-2 活動二 43
4-2-3 活動三 47
4-3 使用測試結果與分析 49
4-3-1 自編問卷-數位面具/服裝/道具/編劇體驗與學習 50
4-3-2 自編問卷-數位劇場編劇體驗與學習 52
4-3-3 學生訪談 53
4-3-4 老師訪談 58
4-4 討論及建議 61
五、結論與未來研究 66
5-1 結論 66
5-2 未來研究 67
參考文獻 68
附錄一、「永不掉落的葉子」劇本 75
附錄二、「看戲」課文 79
附錄三、「看戲」引導式學習單 80
附錄四、「看戲」分鏡腳本 82
附錄五、「恆久的美」課文理解單 83
附錄六、「恆久的美」米勒學習單 84
附錄七、「恆久的美」美勞創作 85
附錄八、「恆久的美」創意寫作學習單 86
附錄九、「恆久的美」分鏡腳本 87
附錄十、「恆久的美」作文撰寫 89
附錄十一、數位面具/服裝/道具/編劇體驗與學習問卷 91
附錄十二、數位學習劇場編劇體驗與學習問卷 93

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指導教授

陳國棟(Gwo-Dong Chen)

審核日期

2016-8-15

推文