機器人舞台: 整合位置感知機器人與混合實境環境以建立真實學習環境

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張至維(Chih-wei Chang) 查詢紙本館藏

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論文名稱

機器人舞台: 整合位置感知機器人與混合實境環境以建立真實學習環境
(RoboStage: Integrating position-aware robots with mixed reality to construct an authentic learning environment)

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摘要(中)

真實學習法的主要特性是提供接近真實以及接近學生生活的學習教材與學習活動，使學生覺的學習有意義，並學生以探索以及討論的方式進行學習，此種教學方式需要一個能模擬真實世界情境的學習環境讓學生在其中能自然的藉由與環境的互動來進行新舊知識的連結。而混合實境則是建立一個擬真學習環境相當常用的技術。然而，混合實境中的虛擬腳色所營造出的真實感有限，難以促進學生的動機或帶領學生融入學習情境當中。因此，為了提升真實學習環境的真實感，本研究開發了一套機器人舞台系統，在混合實境環境中整合了真實感較高的機器人，此機器人扮演帶領學生進入擬真學習情境的腳色。本研究主要包含了四個實驗來驗證機器人舞台的效力，結果顯示機器人舞台能顯著的提升學生對於進行學習活動的真實感，並更投入於學習活動當中且學習動機也有顯著提升，而學習成效則仍須與教學活動的設計配合，始可提升學生學習成果。

摘要(英)

The main idea of authentic learning is to provide real materials and real activities. Authentic learning requires an environment to simulate real world tasks so that learners have a natural way to construct their knowledge by interacting with the environment. In the environment, students could design, reflect, practice, and collaborate. Mixed reality is one approach that is often implemented in authentic learning to create some realistic circumstances that do not easily happen in the real world. However, virtual characters create a distance from the learners that diverges from the idea of real material and might reduce the user’s engagement, which affects the motivation that is so critical for learning performance. For this reason, we attempted to develop RoboStage, a mixed reality environment with robots, to improve the authentic learning experience. We have designed a prototype to exploit the robot’s interaction capability to develop an interactive foreign language learning environment. The robot in the classroom is a delegate that leads students to involve in the authentic learning activity. This study conducted four experiments to evaluate the efficiency of the RoboStage. The results indicate that RoboStage significantly improved the sense of authenticity of the task and also positively affected learning motivation. Learning performance was conditionally affected by RoboStage.

關鍵字(中)

★ 真實學習
★ 教育機器人
★ 混合實境

關鍵字(英)

★ Educational Robot
★ Authentic Learning
★ Mixed Reality Environment

論文目次

中文摘要 i
Abstract ii
誌謝 iii
Table of content iv
Figure index vii
Table index viii
1. Introduction 1
1-1 Background 1
1-2 Motivation 5
1-3 Purpose of the Present Study 7
1-4 Issue 8
2. Related work 10
2-1 Educational Robots 10
2-1-1 Learning materials 10
2-1-2 Learning companions / pets 11
2-1-3 Teaching assistant 11
2-2 Mixed Reality for Learning Environment 12
3. Learning Model 15
3-1 The selection of a course: language learning 15
3-1-1 Task-based Language Learning 15
3-1-2 Information technologies supported TBLL 16
3-2 Authentic Learning Activity in Language Learning 18
3-2-1 Mapping the learning activity to the authentic learning environment 19
4. RoboStage 20
4-1 First step - the robot in the classroom 20
4-1-1 Hardware arrangement 20
4-1-2 Software design - The robot dialogue editor 21
4-1-3 Interaction processes 23
4-2 Second step - robot and environment 27
4-2-1 Hardware 28
4-2-2 Software design 31
5. Evaluation 38
5-1 Evaluated the learning experience with robots 38
5-1-1 Participants 38
5-1-2 Materials 38
5-1-3 Procedures 39
5-1-4 Results 41
5-2 Evaluated the learning experience with the stage 45
5-2-1 Participants 45
5-2-2 Materials 45
5-2-3 Procedures 45
5-2-4 Results 46
5-3 Evaluated learning performance 49
5-3-1 Participants 49
5-3-2 Materials 50
5-3-3 Procedures 51
5-3-4 Results 53
5-4 Evaluating the usability of the RoboStage in teaching and learning English 57
5-4-1 Participants 58
5-4-2 Materials 58
5-4-3 Procedures 58
5-4-4 Results 61
6. Discussion 66
6-1 Authenticity of characters 66
6-2 Authenticity of environment 66
6-3 Learning performance 67
6-4 The usage of the RoboStage 68
6-5 Suggestion 70
6-6 Limitations 71
7. Conclusion 72
Reference 74

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指導教授

陳國棟(Gwo-dong Chen)

審核日期

2009-12-22

推文