在傳統的教室裡，教師會以戲劇式學習的方式讓學生進入情境學習，藉由扮演課文中的角色，讓學生體驗該情境下的知識。但是，在現有的教室中的戲劇式學習，教師不易為每一課都佈置當課的場景。在學生方面，表演者可能缺乏自信，會害怕面對台下的觀眾。同時，學生無法即時看到自己的表演，少了與他人的表演比較與反思的機會。學生會因此而參與度較低。 本論文建立一個教室內的數位鏡室學習劇場，不同於傳統表演者身處劇場內面對觀眾而看不到自己的表演。我們以數位的方式學生可以面對數位戲劇場景並以數位方式進入場景內的表演，同時表演者自己與同班同學都可以同時看到在場景內的表演，劇場的表演並被即時錄影下來可以在事後進行觀摩與反思。 系統也實際導入教學現場當中，於桃園市瑞塘國小五年級的英語課程使用一個學年。研究結果顯示，所有的學生在學習的專注度與上台表演的能力均有提升。此外，學生也可以比較輕易的發現自己的錯誤。教師也認為系統可以協助老師在戲劇教學時佈置出符合故事情境的場景。 ;In a traditional classroom, a teacher may use "educational drama" as a tool for situated learning. By role playing in the drama, a student can experience the usage of the knowledge in the textbook. However, a teacher may not be able to arrange the scene of the drama of each topic. At the same time, students may be shy and lack of self-confidence when they face their classmate as audience so that they will not engage in the learning drama. The students cannot see themselves when in the drama. Therefore, it is not easy for them to reflect their learning by watching and comparing with performance of classmates.
In this research, we construct Digital Self-observable Learning Theater in the classroom. Different from conventional drama in that the actors are performing in the scene and facing the audience so that the actors cannot see performance of themselves. We develop a digital educational drama stage. The actors can see, face, and perform the scene and can see their performing in the digital scene like a mirror room. Other classmates can see their performing on the screen. Performing of the students are recorded immediately by the system. Thereafter, all the learning performance in the drama can be stored on the cloud and be reviewed and used in reflection learning in the discussions inside or outside the classroom.
The system is introduced to Ruey Tarng Elementary School in Taoyuan City and applied on English course in 5th grade. According to the result, students are more concentrated on the learning activities of the drama than conventional educational drama they used before. Their performing skills were also improved. Moreover, students can find their strengths and weaknesses when performing. Teachers also thought that the system can help them arrange the scene of the story when performing educational drama in the classroom.
