National Taiwan Normal University;Palmerston North: International Forum of Educational Technology & Society
摘要:
摘要： In a classroom, obtaining active, whole-focused, and engaging learning results from a design is often difficult. In this study, we propose a self-observation model that employs an instinctive interface for classroom active learning. Students can communicate with virtual avatars in the vertical screen and can react naturally according to the situation and tasks. Students can also immediately observe themselves mixed with a virtual environment and therefore reflect on the necessary improvements. With the designed system, potential advantages such as motivation, enjoyment, context for situated learning, engagement, social collaboration, and role-playing might arise. To examine the idea, we conducted a case study with 60 fourth grade elementary students to investigate learners' behavior as performers and peer audience and their perception of body movements and speech commands in the designed learning environment. The results show that the students' image in the vertical screen affected the students and the peer audience positively. Moreover, they positively perceived their competence and their enjoyment after they performed contextual learning activities through the body movement interface. 出版者： Palmerston North: International Forum of Educational Technology & Society 出版日期： 2014-07-01 出處： Educational Technology & Society, 2014-07, Vol.17 (3), p.14-26 資源來源： 華藝CEPS中文電子期刊服務 版權： Copyright 2014 by International Forum of Educational Technology & Society (IFETS) 版權： COPYRIGHT 2014 International Forum of Educational Technology & Society 版權： 2014. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the associated terms available at https://www.j-ets.net/ETS/guide.html 識別號： ISSN: 1176-3647 識別號： ISSN: 1436-4522 識別號： EISSN: 1436-4522 識別號： DOI: 10.30191/ETS.201407_17(3).0002
