基於行動形塑思維原則設計的情境學習系統

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曾虹維(Hung-Wei Tseng) 查詢紙本館藏

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資訊工程學系

論文名稱

基於行動形塑思維原則設計的情境學習系統
(A Situational Learning System Based on the Principle of Mind in Motion)

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摘要(中)

傳統的教學方式通常以紙本的形式傳授知識，因此學習者學到的知識技能大多是靜態的架構且脫離情境。為了能讓學習者學以致用，情境學習講究應當將學習的情境符合實際的應用環境，使學習者在情境脈絡下透過動態的方式學習和實踐知識技能。而行動形塑思維的理論說明了掌握流動的思維和事件，需透過凍結動態事件以圖像去說明事件中的組成元件和結構，以理解知識概念並應用。然而，現階段的情境學習系統大多只注重讓學習者在動態的情境空間中的學習和實作，缺乏靜態架構的說明來詮釋知識概念。
因此，本研究基於行動形塑思維的原則，設計了一款數位化的情境學習系統，以數位魔鏡的形式讓學習者可以具身融入於情境中學習，並藉由鏡式的概念讓學習者可以看見自己的學習過程。此外，在學習知識技能時，透過凍結住動態的情境事件過程，以圖像說明其中的知識結構，再回到動態的情境空間中將學到的知識應用出來。實驗結果顯示，透過基於行動形塑思維原則設計的情境學習系統來學習，可以提升其學習成效，而在問卷及訪談結果方面，則顯示基於行動形塑思維原則設計的情境學習系統對於學習動機和學習效益有正面影響。

摘要(英)

Traditional teaching methods usually teach knowledge in the form of paper, thus the knowledge and skills learned by learners are mostly static structure and out of context. In order to enable learners to apply what they have learned, situated learning emphasizes that the learning context should be matched with the actual application environment, so that they can learn and practice the knowledge and skills with dynamic interaction under the context of the situation.
The theory of “Mind in Motion” states that to grasp the flow of thinking and events, it is necessary to freeze dynamic events to illustrate the components and structures in the event with images, so as to understand and apply knowledge. However, most of the current situational learning systems only focus on allowing learners to learn and practice in dynamic situational environment, and lack the description of static structures to interpret knowledge and concepts.
Therefore, based on the principle of Mind in Motion, this research designs a digital situational learning system. In the form of a digital magic mirror, learners can integrate into the context and learn, and can watch their learning process through the magic mirror. In addition, while learning knowledge skills, by freezing the dynamic event process, using images to illustrate the knowledge structure, and then returning to the dynamic situational space to apply the learned knowledge.
The experimental results show that learning with a situational learning system designed based on the principle of Mind in Motion can improve the learning effect, and in terms of questionnaire and interview results, it is shown that the situational learning system designed based on the principle of Mind in Motion have positive impact on learning motivation and learning efficiency.

關鍵字(中)

★ 情境學習
★ 行動形塑思維
★ 具身認知
★ 具身互動
★ 數位魔鏡

關鍵字(英)

★ Situational Learning
★ Mind in Motion
★ Embodied Cognition
★ Embodied Interaction
★ Digital Magic Mirror

論文目次

摘要 I
Abstract II
誌謝 IV
目錄 V
圖目錄 IX
表目錄 XII
一、緒論 1
1-1. 研究背景 1
1-2. 研究動機 3
1-3. 研究假設 4
1-4. 研究問題與對策 5
1-5. 研究目標 6
二、相關研究 7
2-1. 情境學習 7
2-2. 具身互動式的情境學習 7
2-3. 行動形塑思維 9
2-4. 數位魔鏡 10
三、學習模式 12
3-1. 基礎知識教學 12
3-2. 情境教材教學和線上網站複習 13
3-3. 數位魔鏡練習 13
3-4. 成果發表 13
四、系統設計與實作 14
4-1. 系統設計 14
4-1-1. 設計理念 14
4-1-2. 系統架構 14
4-1-3. 開發環境 17
4-2. 系統實作 17
4-2-1. 數位魔鏡 17
4-2-2. 數位魔鏡之控制器APP 21
4-2-3. 數位魔鏡之情境編輯程式 24
4-2-4. 線上練習網站 26
五、實驗設計 28
5-1. 實驗假設 28
5-2. 研究對象 28
5-3. 教材內容 28
5-4. 實驗流程 29
5-5. 實驗評估 36
5-5-1. 施測工具－前後測驗 36
5-5-2. 施測工具－問卷 36
六、實驗結果與討論 37
6-1. 前後測試卷結果與討論 37
6-1-1. 共變數分析前提驗證 37
6-1-2. 共變數分析與結果討論 39
6-2. 問卷結果與討論 40
6-2-1. 問卷信度分析 40
6-2-2. 問卷結果描述 41
6-3. 訪談結果與討論 45
七、結論與未來研究 47
7-1. 結論 47
7-2. 未來研究及改進方針 47
7-2-1. 知識解說的改良 48
7-2-2. 增加多元的互動方式 48
7-2-3. 讓應用領域更廣泛 48
參考文獻 50
附錄一、情境教材 55
附錄二、前測試卷 61
附錄三、後測試卷 64
附錄四、實驗問卷 67
附錄五、論文關鍵字(英文版) 68
附錄六、圖表英文對照 70

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指導教授

陳國棟

審核日期

2022-7-29

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