博碩士論文 93524010 詳細資訊




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姓名 邱文淇(Wen-Chi Chiou)  查詢紙本館藏   畢業系所 網路學習科技研究所
論文名稱 以視覺為主的遊戲空間輔助全身性學習
(Vision-Based Game Space for Facilitating Full-body Learning: Interacting with Digital Content & Peers by Actions)
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摘要(中) 遊戲中學習(Game-based learning)的理論一直以來在輔助教學的系統上被不斷的使用,且遊戲常被用在做為學習上引發動機的要素之一,而近年來利用電腦視覺為主的遊戲(computer vision based games),如PS2上的EyeToy,已經開始被使用在學習上,但僅止於單人的進行,然而建立互動虛擬環境Interactive Virtual environments的方式將有助於和他人之間的合作與互動,但以往系統還沒有使用學習內容在虛擬環境中。而本研究思考不同以往的遊戲模式,期望讓小朋友以肢體動作代替原本與電腦互動的滑鼠鍵盤裝置,發展出整個互動虛擬學習環境。因此這個研究的目的是為了設計一個給孩子學習知識的環境,將數學角度的知識隱藏在遊戲中,達到情境式合作學習的效果,使得孩子在與電腦互動過程中,操作學習物件上沒有負擔。
本研究之系統將強調三個主要的功能。第一,互動:以電腦視覺的方式,利用攝影機去偵測擷取到畫面的像素值,來分辨出使用者所比出的動作,達到與電腦做全身性的互動,動作與學習認知做結合。第二,合作:使用多螢幕(multi-monitor )環繞整個教室,讓在多人合作的環境下,每個人有自己的私人訊息空間(privacy information),並且利用共同螢幕(shared display),給予共同的目標,完成三人一起合作的任務。第三,環場:物件可以環繞在多人多台螢幕環境之下,讓小朋友不會一直固定在同一台電腦螢幕面前,而是在教室中跑動,感覺環境更真實。
本研究之活動觀察尋找小學二、三、四年級的小朋友,經過四次活動,發現本系統可以增進小朋友角度的概念,以及角度大小的觀念,增進小朋友之間的合作,讓他們覺得在學習很有趣,利用動作的方式就可以感覺到數學角度的涵義。
摘要(英) Game-based learning theory has been applied on auxiliary teaching system persistently, because playing game is one of the important ways to motive students learning. In recent years, many researches have applied computer vision based games such as EyeToy of PS2 in learning. However EyeToy is only for one person and students can’t interact in the virtual environments. Building Interactive Virtual environments in game-based learning is helpful for students to collaborative and interact with each other.
We designed a different former game-model to apply game-based learning in our research. We designed Interactive Virtual environments, and students can interact with computer by their body action instead of keyboard or mouse there. Our research purpose is designing a learning knowledge environment about angle of mathematics to reach learning effect in situated-cooperation of game-based learning, and children have no load operating learning object when they interact with computer.
We emphasize three main factors in our system. First, interaction: we use “computer vision” technology – after utilizing camera collection image data, computer detects special color to know the actions of user. Through this way, children can do full body learning, it combines action and cognitive learning. Second, collaboration: we use multi-monitors around the classroom to make every user have their privacy information. Further, they have shared display to know the mutual target and accomplished collaborative mission. Third, surrounding: the playing object can surround the multi-monitors. Instead of stand firmly in from of monitor, it can let children move around in the classroom and feel more reality.
We looked for second-year, third-year, and forth -year class elementary children to evaluate our system. They use our system to learn the concept of angle. After our experiment, we find that this system could build their concept of angle, and promote their interaction. Through these kinds of learning, they feel more interesting about learning, and they can feel the meaning of angle by actions.
關鍵字(中) ★ 遊戲式學習
★ 互動虛擬環境
★ 全身性互動
★ 共同螢幕
★ 環場
★ 遍佈式遊戲
★ 活動理論
★ 合作學習
★ 表徵
★ 數學角度
關鍵字(英) ★ Interactive Virtual Environments
★ Full body Interaction
★ Shared Display
★ Surrounding
★ Pervasive Gaming
★ Activity theory
★ Collaborative learning
★ Representation
★ Game-based learning
★ Angle of mathematics
論文目次 第1章 緒論 1
1.1 研究背景 1
1.2 研究動機 3
1.3 研究目的 5
1.4 問題與對策 6
1.5 論文架構 10
1.6 研究限制 10
第2章 文獻探討 11
2.1 表徵系統理論 11
2.2 活動理論 13
2.2.1 遊戲式學習理論 14
2.2.2 合作學習理論 15
第3章 系統實作 17
3.1 系統設計理念 17
3.2 系統環境建置 25
3.3 系統程式模組 27
3.4 系統功能介紹 29
第4章 學習活動觀察與分析 34
4.1 活動觀察目的 34
4.2 活動對象 35
4.3 活動設備 36
4.4 活動流程 37
4.5 活動問題與方法 38
4.5.1 動作與認知 38
4.5.2 合作 40
4.5.3 沉浸 40
4.6 活動紀錄與觀察 41
4.6.1 第一次活動 41
4.6.2 第二次活動 45
4.6.3 第三次活動 48
4.6.4 第四次活動 53
4.6.5 綜合比較 56
4.7 活動討論 58
第5章 結論 62
5.1 研究結論 62
5.2 研究貢獻 62
5.3 未來展望 63
參考文獻 64
附錄A:學習任務清單 71
附錄B:前測試題 73
附錄C:後測試題 76
附錄D:訪談題目 79
附錄E:訪談回答狀況 80
附錄F:怪物設計草稿 81
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指導教授 劉晨鐘(Chen-Chung Liu) 審核日期 2006-7-20
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