說故事是許多老師用來幫助學習者增加言語能力以及字彙發展的工具之一，已有許多學者證實說故事的教學模式對於語言學習者具有正面的影響；透過說故事的教學模式，期望學習者能夠在有趣的故事中增加英語學習的動機及興趣，並進一步培養英語溝通能力的基礎。 本研究設計一個基於數位學習遊樂園的說故事輔助系統，透過數位學習遊樂園以及可調整的英語教學內容，讓老師可以透過互動式的教學介面來指導學習者進行說故事的課程，學習者亦可透過本系統來調整故事情節。透過Scratch設計的可調整故事情節介面以及結合機器人，經實驗觀察，除了能吸引學習者關注教學內容，更能讓學習者專注學習活動，並透過引導，讓他們彼此合作、討論並安排故事內容，表演出所想要的故事。 經過實驗觀察及問卷得知，系統不會因數位化而造成使用者困擾；學生們透過互動舞台畫面的回饋及老師的引導下，更能了解故事內容；在自行調整故事情節時，透過反覆練習特定的句型後，在主動開口說故事方面有明顯的增加。 Storytelling has been an appealing tool of presentation of knowledge, history, and art in human communities. Learning through storytelling is highly implemented in educational settings. Storytelling is a good teaching strategy because it can boost children’s imagination, activate thinking processes, stimulate deeper thinking, and reinforce oral presentation ability. However, Storytelling is a rich activity that can facilitate learning in many ways, such as ideas generation, organization, and meaningful comprehension, oral and expressive abilities. The obstacles might hinder kids’ storytelling performance in the classroom. This study proposed a possibility to let kids organize their ideas and generate animations by an educational programming language named Scratch. Kids can generate ideas of their story according to build-in pictures, and then organize their narration under the support of structural writing mechanism. After composing the scenarios, kids can record their voices sentence by sentence. Moreover, real robots who acted as actors were designed to act according to Scratch program event that was selected by kids. Experimental results show that most kids can use the mechanism to tell stories. Comparing to story book through the projector in the screen, kids feel robots are more like some real companions or pets, comparing to virtual characters and can increase the presence that audiences can sense their existing and approaching.
