設計包含機器人與混合實境的互動式舞台學習系統 ; Constructing an Interactive-stage Learning System with Mixed Reality and a Robot

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題名:	設計包含機器人與混合實境的互動式舞台學習系統;Constructing an Interactive-stage Learning System with Mixed Reality and a Robot
作者:	陳祁鴻;Chi-hung Chen
貢獻者:	資訊工程研究所
關鍵詞:	機器人;混合實境;經驗學習;Experiential Learning;Robot;Mixed Reality
日期:	2010-07-16
上傳時間:	2010-12-09 13:50:29 (UTC+8)
出版者:	國立中央大學
摘要:	學習應該是在真實的情況下藉由自身經驗獲得，許多教育學家也都主張學生應該在真實情境中學習，如Dewey、Piaget、Kolb等。然而，現在的學習環境，學生都是被動的接收知識，缺乏真實運用知識的機會，造成所學知識往往無法應用到現實生活。為了在教室內呈現真實的學習環境，本論文提出一個互動式舞台學習系統，透過劇場舞台式的環境架設及混合實境的技術來提供完整的學習情境背景。老師將學習內容導入系統情境，並且透過舞台來引導學生學習，而學生們則藉由親身參與的經驗從中習得知識。另外，承襲體驗式學習的概念，系統融入互動反應的機制，舞台會依據知識的使用情況給予立即回饋，而學生可以藉由舞台回應來體驗知識。系統使用機器人來代替學生進入場景，並安排機器人做為學習夥伴來協助學生完成任務，過程中機器人會給予學生適當的情緒回饋，例如，學生閒置太久，機器人會發出打呼的聲音來提醒學生更積極的參與活動。實驗結果顯示互動式舞台學習系統有助於提昇學生的學習成效、臨場感及學習動機。從問卷結果發現多數學生認同互動式舞台的回饋反應對瞭解知識有幫助，並且同意系統給予真實學習的經驗有助於學習，另外，從實驗觀察發現機器人的表現會直接影響使用者的使用意願。Learning should be acquired by one’s own experience under the authentic environment, many educators have advocated that students should learn in real situations, such as Dewey, Piaget, Kolb and so on. The learning environment today, students are passive receivers of knowledge; lack of opportunities for using and applying what they’ve learned in real situations. For carrying out an authentic learning environment in classrooms, this thesis introduces an Interactive-stage Learning System (ISLS). We utilized the theatrical stage-based environment set up and mixed-reality technology to provide a complete learning situational background; teachers can merge learning contents into the system and utilize the ISLS to assist students learning; students can acquire the experience through personal involvement and learn by hands-on experience. In addition, from the idea of experiential learning , we add the responsive mechanism in the system, the stage will response the immediate feedback based on the knowledge students used, then students can check their comprehension. In our system, we use a robot to replace students into the scene, and the robot is as a learning companion with students to help them complete the learning tasks. During the system using, robot will give emotional feedback, for instance, being idle for certain period, the robot would snore to impel students to give enthusiastic act response. The results of the experiment show that the ISLS increase the learners’ learning effectiveness, presence, and learning motivation.
顯示於類別:	[資訊工程研究所] 博碩士論文

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