基於故事板之數位實境學習系統

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題名:	基於故事板之數位實境學習系統
作者:	游子諭;YOU, TZU-YU
貢獻者:	資訊工程學系
關鍵詞:	設計思維;生成式AI;專題式學習;情境認知;故事板;數位實境;Design Thinking;Generative AI;Project-based Learning;Situated Learning;Storyboard;Virtual Reality
日期:	2024-07-24
上傳時間:	2024-10-09 17:05:24 (UTC+8)
出版者:	國立中央大學
摘要:	過去的故事板學習方法於設計相關領域大多以紙本的方式進行，在設計思維上缺乏原型與測試的概念，容易導致學生在想法上缺乏與真實應用場景的聯繫，導致設計產品時缺乏對真實情況的考慮，難以實際驗證。「真實性」在教育中是指學習應與專業環境相符，情境學習提供了真實的學習場景，有助於提升學生的學習動機和效果。專題式學習同樣鼓勵學習者調查真實問題，並通過合作和探究複雜問題來獲得知識和技能。隨著科技發展，有許多研究利用數位實境技術來營造學生真實情境的學習環境。然而，大部分數位實境的學習環境都是預設的，學生在學習過程中容易缺乏心理擁有感。目前的生成式AI技術的快速發展，降低了使用者自定義數位實境的門檻。因此，本研究設計了一款基於故事板之數位實境學習系統。使用者利用ArUco卡片於現實中進行設計，系統藉由立體視覺相機將使用者與其設計結果同步進入數位實境中，結合生成式AI的技術，讓使用者能夠建立個人化的數位實境，於數位實境中建立使用者的完整設計，並對其進行真實情境的模擬。同時，讓使用者進入自己的設計中，於數位實境體驗真實的應用情境。實驗結果顯示，相較於傳統的紙本故事板教學，基於故事板之數位實境學習系統可以有效提升學習者的學習成效，而在問卷與訪談的部分，對於學習者的學習動機與心理擁有感皆有正面的影響。 ;In the past, storyboard learning methods in design-related fields were predominantly conducted using paper, lacking the concepts of prototyping and testing in design thinking. This often resulted in students′ ideas being disconnected from real-world applications, making it difficult for them to consider practical situations and verify their designs. In education, "authenticity" refers to the alignment of learning with professional environments. Situated learning provides realistic learning contexts, enhancing students′ motivation and effectiveness. Project-based learning similarly encourages learners to investigate real-world problems and acquire knowledge and skills through collaboration and exploration. With technological advancements, many studies have utilized digital reality technologies to create authentic learning environments for students. However, most digital reality learning environments are pre-set, causing students to lack a sense of psychological ownership during the learning process. The rapid development of generative AI technology has lowered the barrier for users to customize digital reality environments. Therefore, this study designed a digital reality learning system based on storyboards. Users utilize ArUco cards to design in the real world, with the system synchronizing their designs into the digital reality using a stereo vision camera. By integrating generative AI technology, users can create personalized digital reality environments, establish complete designs within the digital reality, and simulate real-world scenarios. Additionally, users can enter their own designs to experience real application contexts in the digital reality. Experimental results show that compared to traditional paper-based storyboard teaching, the digital reality learning system based on storyboards significantly improves learners′ learning outcomes. Furthermore, survey and interview results indicate positive impacts on learners′ motivation and psychological ownership.
顯示於類別:	[資訊工程研究所] 博碩士論文

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