| 摘要: | 當前研究指出，將先進科技有效融入傳統課堂教學的實踐仍存在顯著落差，凸顯了亟需將教材知識轉化為可操作之實踐應用的必要性。本研究旨在以情境學習理論為基礎，透過戲劇化教學法（Drama-Based Pedagogy, DBP）與具身學習（Embodied Learning, EL）活動，彌補此落差，以增進學習中的社會情境性並提升行為參與度。具體而言，本研究探討學生在元宇宙學習環境中參與戲劇化具身學習活動時，其作為表演者的學習成效。在實驗組條件下，學生透過虛擬化身與同儕協作，並與生成式人工智慧（Generative Artificial Intelligence, GenAI）代理互動；GenAI 能動態生成情境並提供即時回饋。對照組則在固定情境中與同儕互動，並於活動後接受延遲的教師回饋。研究結果顯示，實驗組學生的表現顯著優於對照組，證實透過具身互動技能促進行為參與，能有效提升學習成效。此外，本研究也進一步探討在元宇宙中同時包含表演者與觀眾的戲劇化具身學習情境，並比較兩種觀眾參與方式：其一為使用與元宇宙連線的平板電腦進行互動式參與，另一則為傳統的被動觀察。結果顯示，與傳統觀察相比，互動式觀眾參與能顯著提升觀眾的學習表現，包括語言翻譯能力、句子建構能力、對對話內容的專注程度與理解能力。此一發現顯示，將元宇宙學習環境、GenAI 支援以及連網平板電腦融入協作式學習框架中，能有效提升課堂中學生的參與度與學習成效。在實務面，本研究為教育者提供一套可擴展、具成本效益且高度吸引力的教學模式，能將沉浸式科技帶入課室，促進學生積極參與、深度反思並樂於投入學習，以更好地準備面對未來挑戰。;Current research reveals a notable gap in integrating advanced technologies into conventional classroom instruction, emphasizing the need to transform textbook knowledge into practical application. This dissertation addresses this gap by implementing drama-based pedagogy (DBP) with Embodied Learning (EL) activities, grounded in situated learning theory, to foster social situatedness and enhance behavioral engagement. Specifically, the study investigates the learning effectiveness of student performers participating in drama-based EL activities in a metaverse learning environment. In the experimental condition, virtual avatars were used to support peer collaboration, and Generative Artificial Intelligence (GenAI) agents were integrated to generate dynamic scenarios and offer real-time feedback. The control group engaged in fixed scenarios with peers and received delayed, post-activity instructor feedback. The experimental group was found to perform significantly better than the control group, supporting the conclusion that learning effectiveness is strengthened when behavioral engagement is fostered through embodied communication skills. The study further examined drama-based EL activities involving both performers and audience members within the metaverse. Two audience participation approaches were compared: interactive engagement via tablet PCs connected to the metaverse environment and traditional passive observation. Findings revealed that interactive audience participation significantly improved learning outcomes, including language translation, sentence construction, concentration on dialogues, and comprehension, compared to conventional observation methods. These results highlight that integrating metaverse learning environments, GenAI support, and networked tablet PCs within collaborative learning frameworks can substantially enhance student engagement and learning outcomes in classroom settings. Practically, the study offers educators a scalable, cost-effective, and engaging approach to incorporate immersive technologies into classrooms, promoting active, reflective, and enjoyable learning experiences that prepare students for future challenges. |
