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    Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/61081

    Title: 在Second Life上以Task-Based Learning為基礎之3D情境式法語學習探討;Investigate the Effect of Applying Task-Based Learning into 3D Situated French Learning on Second Life
    Authors: 胡純嘉;Hu,Chun-chia
    Contributors: 資訊工程學系
    Keywords: 3D虛擬世界;第二人生;任務導向教學法;情境式學習;協同學習;3D Virtual World;Second Life;Task-Based Learning;Situated Learning;Collaborative Learning
    Date: 2013-07-11
    Issue Date: 2013-08-22 12:11:27 (UTC+8)
    Publisher: 國立中央大學
    Abstract: 隨著3D虛擬世界的興起,它被廣泛地使用在教學方面,用於補充傳統紙筆講述教學之不足,對於教學有著相當大的影響,而Second Life(第二人生)就是其中一種3D虛擬世界,目前也已經有許多教育研究者使用Second Life進行教學研究。本研究即是以Second Life為平台,發展一套結合任務導向教學法、情境式學習及協同學習之3D情境式法語教學流程,此教學流程於傳統教室及Second Life中搭配進行。本研究以臺灣某私立大學法文課程學生為對象來設計教學活動,以進行本次教學課程做分析比較,目的是要探討此套教學流程,對於學生法語口說能力、學習態度及任務焦慮之影響,以及協同學習方式中小組同儕間互動溝通的情形對於影片成果之影響。本研究藉由練習腳本與影片作業來評估學生的學習成果及整體表現,並以問卷、錄影觀察、對話記錄及訪談回饋來進行研究評估及觀察。根據研究結果顯示,在Second Life上以協同學習方式應用任務導向教學法能有效提升學生之法語口語能力,而協同學習策略差異對於影片成果也有明顯影響,其中以多元討論方式表現最佳。
    3D virtual worlds were widely used in teaching and learning with its rise. It can supplement the inadequacy of traditional teaching, and have a great influence for teaching and learning. Second Life is one of 3D virtual worlds, and there are lots of educators used Second Life for teaching research. This study used Second Life as a platform and combined it with Task-Based Learning, situated learning and collaborative learning to develop a French learning process, which is conducted in the traditional classroom and Second Life. The participants were twenty-three college students who were majoring in French department. The purposes of this study were to investigate the effect of the 3D situated French learning process to the students' French speaking ability, learning attitude, task anxieties, and the effect of the differences of the collaborative learning strategies to the learning task. We use students' practicing scripts and video-task to assess their learning outcomes and overall performance, simultaneously use questionnaires, video observations, dialogue records and interviews with feedback to estimate and verify. The findings showed that the learning process which combined Task-Based Learning, situated learning and collaborative learning can improve students' French speaking ability, and the differences of collaborative learning strategies also had a significant effect to the video-task, in which the best performance was the multi-way discussion.
    Appears in Collections:[資訊工程研究所] 博碩士論文

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