博碩士論文 104524009 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:16 、訪客IP:54.81.0.22
姓名 陳哲民(Che-Min Chen)  查詢紙本館藏   畢業系所 網路學習科技研究所
論文名稱 預習之真實情境與學習活動對英語學習成效、專注度與放鬆度之影響
相關論文
★ 同步表演機器人之建構與成效評估★ 探討國小學童使用電子書多媒體註記系統結合註記分享機制對其學習行為與時間之影響
★ 先備知識對註記式多媒體電子書的影響研究:從個別環境到分享環境★ 面對面與網路混合試教之研究
★ 探討對行動學習輔具科技接受模式的研究★ 開發「Web3D虛擬教室系統」與數學幾何問題解決之研究
★ 學習網站的溝通型態:內在互動、人際互動與外在互動★ 探討面對面與網路混合試教對學習互動之影響
★ 利用Web-based環境與學習活動探討程式設計的認知層次及其對學習的影響★ 透過即時通訊代理人的輔助對學習社群的社群認同及學習成效影響之探討
★ 探討線上英語活動對英語學習成效之影響 -利用多媒體註記工具促進英語寫作與口說★ 探討整合主動式電子郵件功能之無縫式合作學習環境
★ 探討手機動態群組機制與學習策略對英語字彙學習的影響★ 利用MCSCL探討同儕聆聽多樣性對英語學習之影響
★ 探討線上學習筆記與自我評量與其對學習的影響★ 探討情境熟悉對英語學習之影響-應用行動裝置在校園情境英語學習
檔案 [Endnote RIS 格式]    [Bibtex 格式]    至系統瀏覽論文 (2020-12-1以後開放)
摘要(中) 過去在英語學習的研究上鮮少對於真實學習情境(context)與學習情緒(emotion)之間的關聯性進行探討,且在學習前的預習(preview)對學習情緒與學習成效的相關研究也十分有限,因此本研究試圖從不同以往的角度對於學習者有無進行學習前的預習對學習情緒以及學習成就進行探討,同時試圖了解學習情緒在不同真實學習情境以及不同學習階段之關聯性。為此,本研究藉由開發之英語教學輔助系統ezTranslate輔助學習者進行真實情境英語學習,同時配合腦電耳機MindWave Mobile對學習者的學習情緒(腦波)進行偵測,並對於測得之專注度(attention)以及放鬆度(meditation)在有無進行預習、不同真實學習情境以及不同學習階段間的變化進行分析與探討。
本研究依照有無進行學習前的預習將24名高職學習者分為實驗組(13)與控制組(11),除此之外兩組皆使用ezTranslate輔助情境英語學習以及進行相同的實驗活動,且兩組皆配戴MindWave Mobile進行腦波偵測,收集不同學習情境與學習階段之腦波。過程中透過實驗前後進行之前後測對學習者在實驗過後的學習成就進行評估。實驗結果發現,實驗組在有進行學習前預習的狀況下進行真實情境英語教學,其學習成就是顯著高於控制組的;在學習情緒方面則是專注度相對低於控制組,放鬆度相對高於控制組;而學習者的學習情緒在各情境中的表現,本研究顯示學習者在教室情境同時擁有相對較高的專注度與放鬆度;而在各學習階段的表現,學習者在作業錄製的階段同時擁有較高的專注度與放鬆度。
摘要(英)
In the past, there was only few research about the relationship between real learning context and learning emotion, and the study of the preview between learning emotion and learning achievement was also limited. Therefore, this study attempts to explore the effect of preview between learning emotion and learning achievement, and try to realize the relationship of learning emotion between different real learning contexts and different learning stages. For the study, we developed an English learning support system: ezTranslate to assist learner did real context English for language(EFL) learning. Then, a brain wave detect device called MindWave Mobile was used to detected and collected learner’s brain wave data during the whole experiment and did analysis of attention and meditation values from brain wave data.
There are 24 vocational high school students participated in this study and 13 students were divided into experimental group(EG) and did preview before each learning activity, 11 student were divided into control group(CG) and didn’t did preview before each learning activity. Both two group used ezTranslate and joined the same learning activity, all of them wear MindWave Mobile to detected brain wave in different real learning contexts and learning stages in whole experiment. We also held a pretest and posttest to evaluated learner’s learning achievement. The result revealed that learner who do preview before real context EFL learning(EG) show higher learning achievement than learner without preview. About learning emotion, EG show lower attention and higher meditation than CG; about learning context, classroom show higher attention and meditation than other contexts; about learning stage, audio recording stage show higher attention and meditation than other stages.
關鍵字(中) ★ 預習
★ 學習情緒
★ 真實學習情境
★ 學習階段
★ 腦波
★ 專注度
★ 放鬆度
關鍵字(英) ★ preview
★ learning emotion
★ real learning context
★ learning stage
★ brain wave
★ attention,
★ meditation
論文目次
中文摘要 V
Abstract VI
圖目錄 X
表目錄 XI
第一章 緒論 1
1.1 研究背景與動機 1
1.2 研究目的 3
1.3 研究問題 3
第二章 文獻探討 4
2.1 情境式學習 4
2.2 情緒與學習 5
2.3 腦波 6
第三章 系統設計與實作 8
3.1 系統設計概念 8
3.1.1 翻譯功能 9
3.1.2 練習功能 11
3.2.1 腦波偵測 15
第四章 研究方法 16
4.1研究架構 16
4.2研究對象 16
4.3學習前的預習 17
4.4真實的學習情境 17
4.5不同的學習階段 19
4.6實驗流程 20
4.6.1活動說明 21
4.6.2前測 21
4.6.3教室情境 21
4.6.4家中情境(課後自主練習) 22
4.6.5圖書館情境 22
4.6.6旅遊情境(課後自主練習) 22
4.6.7校園情境 22
4.6.8後測 22
4.6.9訪談 23
4.7研究工具 23
4.7.1腦波耳機「MindWave Mobile」 23
4.7.2 eSense參數 23
4.8分析方法 25
第五章 結果分析與討論 26
5.1學習成效分析 26
5.1.1 學習前的先備知識 26
5.1.2 學習後的成效分析 27
5.2專注度與放鬆度之分析 29
5.2.1 實驗組與控制組對於專注度與放鬆度之分析 29
5.2.2 學習情境對於全部學習者的專注度與放鬆度之影響 31
5.2.3 實驗組與控制組在不同學習情境中專注度與放鬆度之差異 34
5.2.4 學習階段對於專注度與放鬆度之影響 36
第六章 結論與建議 40
6.1 結論 40
6.1.1探討學習者有無進行學習前的預習之學習成就 40
6.1.2探討學習者有無進行學習前的預習之學習情緒 40
6.1.3探討不同的真實學習情境之學習情緒 41
6.1.3探討不同的學習階段之學習情緒 41
6.2 未來工作與建議 42
6.2.1實驗對象的改進 42
6.2.2實驗時程的增加 42
6.2.3實驗工具的調整 42
參考文獻 43
附錄一 前測試卷 46
附錄二 後測試卷 48
附錄三 預習單(教室情境) 50
附錄四 預習單(圖書館情境) 53
附錄五 預習單(校園情境) 56
附錄六 學習單(教室情境) 59
附錄七 學習單(圖書館情境) 62
附錄八 學習單(校園情境) 65
參考文獻

Adrian, E. D., & Matthews, B. H. (1934). The Berger rhythm: potential changes from the occipital lobes in man. Brain, 57(4), 355-385.
Antonacopoulou, E. P., & Gabriel, Y. (2001). Emotion, learning and organizational change: Towards an integration of psychoanalytic and other perspectives. Journal of Organizational Change Management, 14(5), 435-451.
Brand, S., Reimer, T., & Opwis, K. (2007). How do we learn in a negative mood? Effects of a negative mood on transfer and learning. Learning and instruction, 17(1), 1-16.
Chung, C. H., Kim, B. J., Jang, C. Y., & Choi, E. K. (2001). Effects of concentration training with brainwave biofeedback on tennis performance.
Coenen, A. M. L., & Zayachkivska, O. (2013). Adolf Beck: A pioneer in electroencephalography in between Richard Caton and Hans Berger.
Diamantopoulou, S., Rydell, A. M., Thorell, L. B., & Bohlin, G. (2007). Impact of executive functioning and symptoms of attention deficit hyperactivity disorder on children′s peer relations and school performance. Developmental neuropsychology, 32(1), 521-542.
DuPaul, G. J., & Eckert, T. L. (1997). GENERAL ARTICLES The Effects of School-based Interventions for Attention Deficit Hyperactivity Disorder: A Meta-Analysis. School psychology review, 26(1), 5-27.
Faraone, S. V., Biederman, J., Lehman, B. K., Spencer, T., Norman, D., Seidman, L. J., ... & Tsuang, M. T. (1993). Intellectual performance and school failure in children with attention deficit hyperactivity disorder and in their siblings. Journal of abnormal psychology, 102(4), 616.
Frantzidis, C. A., Bratsas, C., Papadelis, C. L., Konstantinidis, E., Pappas, C., & Bamidis, P. D. (2010). Toward emotion aware computing: an integrated approach using multichannel neurophysiological recordings and affective visual stimuli. IEEE Transactions on Information Technology in Biomedicine, 14(3), 589-597.
Hwang, W. Y., Chen, H. S., Shadiev, R., Huang, R. Y. M., & Chen, C. Y. (2014). Improving English as a foreign language writing in elementary schools using mobile devices in familiar situational contexts. Computer Assisted Language Learning, 27(5), 359-378.
Kuo, Y. C., Chu, H. C., & Chen, C. J. (2015, January). An English Listening Learning System based on Brainwave Meditation Recognition Technology. In Proceedings of the International Conference on e-Learning, e-Business, Enterprise Information Systems, and e-Government (EEE) (p. 71). The Steering Committee of The World Congress in Computer Science, Computer Engineering and Applied Computing (WorldComp).
Kurata, Y., Funahara, N., Hayashi, J., Otsuka, N., Ohashi, E., & Sato, T. (2015, October). Development of an Experimental Platform for English Vocabulary Learning in Early Engineering Education using Smartphones. In Proc. of E-Learn2015-World Conference on E-Learning in Corporate, Government, Healthcare & Higher Education-, organized by AACE (the Association for the Advancement of Computing in Education), Research/Technical Showcase Paper (Vol. 47766).
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge university press.
Liu, T. Y. (2009). A context‐aware ubiquitous learning environment for language listening and speaking. Journal of Computer Assisted Learning, 25(6), 515-527.
Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary educational psychology, 36(1), 36-48.
Shim, B. S., Lee, S. W., & Shin, J. H. (2007, August). Implementation of a 3-dimensional game for developing balanced brainwave. In Software Engineering Research, Management & Applications, 2007. SERA 2007. 5th ACIS International Conference on (pp. 751-758). IEEE.
Sun, J. C. Y. (2014). Influence of polling technologies on student engagement: An analysis of student motivation, academic performance, and brainwave data. Computers & Education, 72, 80-89.
Teplan, M. (2002). Fundamentals of EEG measurement. Measurement science review, 2(2), 1-11.
Wagner, M. J., & Tilney, G. (1983). The effect of" superlearning techniques" on the vocabulary acquisition and alpha brainwave production of language learners. TESOL Quarterly, 5-17.
Wolfe, P. (2006). The role of meaning and emotion in learning. New directions for adult and continuing education, 2006(110), 35-41.
Wu, T. T., Yang, T. C., Hwang, G. J., & Chu, H. C. (2008, March). Conducting situated learning in a context-aware ubiquitous learning environment. In Wireless, Mobile, and Ubiquitous Technology in Education, 2008. WMUTE 2008. Fifth IEEE International Conference on (pp. 82-86). IEEE.
指導教授 黃武元 審核日期 2017-7-26
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