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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：39 、訪客IP：13.58.13.181
姓名 江俊賢(Jyun-Sian Jiang) 查詢紙本館藏 畢業系所 資訊工程學系 論文名稱 以擴增實境為互動基礎之教室內學習遊樂場
(Constructing an Digital Learning Playground with Augmented Reality Based Interaction)相關論文 檔案 [Endnote RIS 格式]
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摘要(中) 在傳統教育與教學上，如何讓學生獲得實際應用的能力一直不斷的被討論。一般課堂的教學常受限於道具與環境，學生往往只是被動的『學到』知識，以聽講、筆記、背誦等方式學習，而忽略了知識的來源、應用、與意義。好的學習應該要提供相關的情境，並讓學生有實際運用的機會，如此才能真正的『學會』知識，並能夠學以致用。許多教育學家也都主張實際操作、相關情境、與真實經驗等對學習的重要性，如Skehan、Dewey、Kolb等。
在本研究中，我們致力於尋找一個解決方案，來讓學生可以在相關情境下學習，同時有機會在課堂上運用所學知識。我們提出一個以擴增實境為互動基礎之教室內學習遊樂場系統，透過開放式舞台的環境讓學生容易圍繞進入；以擴增實境技術來提供生動的情境與延伸字卡上的知識；設計學習任務讓學生能透過實際操作習得知識，且分組任務的方式也能促進彼此討論決策，並主動驗證所學。
實驗與問卷結果顯示，以擴增實境為互動基礎之教室內學習遊樂場系統具有提升學生學習成效、學習動機、沉浸感等的功能。而課後問答與實驗觀察顯示，情境任務與擴增實境字卡確實讓學生對相關知識的認知印象深刻，而機器人夥伴的參與也讓學生活潑且專注的投入學習活動。
摘要(英) Acquiring applied capabilities in schools has been called into question from concerned community members. School learning is commonly thought to include a lot of cognition and abstract concepts and lack connections to the actual contexts of objects and events [10]. Skehan (1998) states that knowledge must be applicable and related to the real world [13]. For this reason, many scholars have advocated using experiential learning and task-based learning which involves situational task design, as the method for students to apply knowledge, thereby gain actual experience. Drawing on the viewpoints mentioned above, “relevant contexts” and “actual experience” are essential to learning
In this study, we are searching for a solution that students can learn with context-relevant materials and meanwhile have opportunities to apply knowledge in classrooms. We propose AR-assisted Digital Learning Playground that a teacher and students can easily stand around and complete in the classroom. We also applied Augmented Reality technology to conventional flashcards. AR cards serve as task toolkits that students can use cards to trigger apt scenarios in the task. The design tasks provide students actual experience applying learned knowledge and the process of task completion stimulate group discussion and interaction. Therefore, students can reflect what they have learned through the tasks.
The results of the experiment depicts that this reflection-in-action learning mechanic does yield a better learning, such as learning effectiveness, motivation, and engagement. From our experimental observation particularly, the context-relevant tasks with scenario-triggered AR cards in learning does enhance students’ cognition and comprehension. Besides that, applying robots as task companion can stir a high level of interest and motivation to schoolchildren.
關鍵字(中) ★ 任務式學習
★ 擴增實境
★ 數位學習遊樂場關鍵字(英) ★ digital learning playground
★ augmented reality
★ total scenario response
★ task-based learning論文目次 目錄
中文摘要 .................................................................................................................................... i
Abstract .................................................................................................................................... ii
致謝 .......................................................................................................................................... iii
圖目錄 ...................................................................................................................................... vi
表目錄 ..................................................................................................................................... vii
第一章 緒論 .................................................................................................................... 1
1-1 研究動機與背景 ................................................................................................ 1
1-2 研究目標 ............................................................................................................ 1
1-3 論文架構 ............................................................................................................ 2
第二章 相關理論與研究 ................................................................................................ 3
2-1 任務式學習 ........................................................................................................ 3
2-2 情境式的學習環境 ............................................................................................ 4
2-3 體驗式學習 ........................................................................................................ 5
2-4 擴增實境 ............................................................................................................ 6
第三章 系統設計 ............................................................................................................ 7
3-1 數位學習遊樂場與機器人夥伴 ........................................................................ 7
3-2 擴增實境輔助的情境與字卡 ............................................................................ 7
第四章 人機互動分析 .................................................................................................... 9
4-1 分析簡述 ............................................................................................................ 9
4-2 Task- Analyses ................................................................................................... 9
4-3 Paper Pototype .................................................................................................. 12
4-4 實驗訪談 .......................................................................................................... 15
4-4-1 訪談對象與結果 .............................................................................................. 15
第五章 系統實作 .......................................................................................................... 16
5-1 建置包含TSR的學習遊樂場系統 ................................................................. 16
5-2 系統架構 .......................................................................................................... 17
5-3 教學設計 .......................................................................................................... 20
第六章 實驗結果與分析 .............................................................................................. 22
6-1 實驗程序 .......................................................................................................... 22
6-2 實驗畫面 .......................................................................................................... 22
6-3 結果分析 .......................................................................................................... 26
6-3-1 測驗結果 .......................................................................................................... 26
6-3-2 問卷 .................................................................................................................. 30
第七章 討論 .................................................................................................................. 34
7-1 實驗觀察發現 .................................................................................................. 34
7-2 遭遇問題 .......................................................................................................... 36
第八章 結論與未來研究 .............................................................................................. 37
8-1 結論與未來研究 .............................................................................................. 37
參考文獻 ................................................................................................................................. 39
附錄一 ..................................................................................................................................... 36
附錄二 ..................................................................................................................................... 38
附錄三 ..................................................................................................................................... 39
附錄四 ..................................................................................................................................... 40
參考文獻 參考文獻
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[2] Cavazza, M., Lugrin, J., Pizzi, D., & Charles, F. (2007). Madame bovary on the holodeck: immersive interactive storytelling. ACM Multimedia 2007, 651-660.
[3] Ceci, S.J., & Ruiz, A.I. (1993). Inserting context into our thinking about thinking: Implications for a theory of everyday intelligent behavior. In M. Rabinowitz (Ed.), Cognitive science foundations of instruction (pp. 173-188).Hillsdale, NJ:Lawrence Erlbaum Associates.
[4] Chang, C. W., Lee, J. H., Wang, C. Y., & Chen, G. D. (2010). Improving the authentic learning experience by integrating Robots into the mixed reality environment. Computers and Education, 55(4), 1572-1578.
[5] Chen, C. H. et al. (2010)Constructing a digital authentic learning playground by a mixed reality platform and a robot . The 18th International Conference on Computers in Education
[6] Dragone, M. and Holz, T. and O'Hare, G.M.P (2007) Using Mixed Reality Agents as Social Interfaces for Robots 16th IEEE International Symposium
[7] Ellis, R. (2003) Task-based language learning and teaching. Oxford University Press
[8] Gee, J. P. (2003). What video games have to teach us aboutlearningand literacy. New York: palgrave Macmillan
[9] Hatton, S., Birchfield, D., & Megowan, M.C. (2008).Learning Metaphor through Mixed-Reality Game Designand Game Play. Proceedings of ACM Sandbox Conference, Los Angeles, CA
[10] Herrington, J.A. (1997). Authentic learning in interactive multimedia environments. Edith Cowan University. Unpublished PhD thesis.
[11] Hsieh, M. C. & Lee, J.S. (2008). AR marker capacity increasing for kindergarten English learning.International Multiconference of Engineerings and Computer Scientists, 663-666.
[12] Matschke, C., Moskaliuk, J., Arnold, F., & Cress, U. (2010) Pattern-Based Knowledge Building in Learning Organizations
[13] Peter, S. (1998). A cognitive approach to language learning . Oxford University Press
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[16] Zeng, Y. (2006) A Robot as a Teaching Assistant in an English Class, The 6th IEEE International Conference on Advance Learning Technologies.
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[19] R.Azuma,”A survey of augmented reality”,Presence-Teleoperators and Virtual Envirinments,Vol6,4,pp.355-385,1997.
[20] P.Milgram and F.Kishino,”A taxonomy of mixed reality visual displays”,IEICE Transactions on Information and Systems E series D,Vol 77,pp.1321-1321,1994.
[21] Welcome to CS 160 Fall 2008:User Interface Design,Prototyping and Evaluation. 2008 取自http://bid.berkeley.edu/cs160-fall08/index.php/Main_Page
[22] Dewey, J. (1951). Experience and education: The Macmillan Company.
[23] Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development: Prentice-Hall Englewood Cliffs, NJ.
指導教授 陳國棟(Gwo-Dong Chen) 審核日期 2011-7-25 推文 plurk
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