探討遠距體感合作系統與互動知覺學習風格對多人協作之影響

以作者查詢圖書館館藏

、以作者查詢臺灣博碩士

、以作者查詢全國書目

、勘誤回報

、線上人數：63

、訪客IP：3.15.203.246

姓名

詹士誼(Shi-Yi Zhan) 查詢紙本館藏

畢業系所

網路學習科技研究所

論文名稱

探討遠距體感合作系統與互動知覺學習風格對多人協作之影響

相關論文

★ 同步表演機器人之建構與成效評估	★ 探討國小學童使用電子書多媒體註記系統結合註記分享機制對其學習行為與時間之影響
★ 先備知識對註記式多媒體電子書的影響研究：從個別環境到分享環境	★ Facilitating EFL speaking and writing with peer-tutoring and storytelling strategies in authentic learning context
★ An investigation into CKEL-supported EFL learning with TPR to reveal the importance of pronunciation and interactive sentence making	★ Investigation of Facilitating Physics Learning using Ubiquitous-Physics APP with Learning Map and Discussion Board in Authentic Contexts
★ 智慧互動SmartVpen在真實情境對於英文學習之影響	★ 利用合作虛擬化的網絡設計輔助計算機網路學習
★ 探討擴展合作式多媒體認知理論和其對EFL聽力與口語能力之影響 - 結合動覺辨識和學習者設計內容之猜謎遊戲	★ 在真實情境中利用智慧機制提升國小學生之外語口說及對話能力之評估
★ 探討在真實情境下教師回饋對學習認知與學習持續性之影響	★ 註釋、對話代理和協作概念圖支持大學生議論文寫作和後設認知的培養
★ Developing and Validating the Questionnaire and Its Model for Sustainable and Scalable Authentic Contextual Learning Supported by Mobile Apps	★ 探討個人化、情境化及社會化的智慧機制輔助真實情境國小幾何學習與其對學習成效之影響
★ Investigation of smart mechanisms for authentic contextual learning with sensor and recognition technologies	★ 探討智慧回饋如何影響學習時眼動和觸控操作的表現-以 Covid-19 快篩模擬為例

檔案

[Endnote RIS 格式]

[Bibtex 格式]

[相關文章]

[文章引用]

[完整記錄]

[館藏目錄]

[檢視]

[下載]

本電子論文使用權限為同意立即開放。
已達開放權限電子全文僅授權使用者為學術研究之目的，進行個人非營利性質之檢索、閱讀、列印。
請遵守中華民國著作權法之相關規定，切勿任意重製、散佈、改作、轉貼、播送，以免觸法。

摘要(中)

本研究以3D虛擬實境為基礎，開發一個遠距體感合作的遊戲系統。藉由人與人的即時互動，了解不同互動模式、互動行為等情況。使用此系統時，團隊藉由動作與聲音的互動來達成活動遊戲任務。本研究設計兩人為一組的推、合跳的動作來進行互動遊戲。本研究根據Barsch在1980編制的個人學習風格量表，改編成互動知覺學習風格量表，以探討個人喜歡用什麼樣的方式去幫忙別人與喜歡別人用什麼樣的方式來幫忙他，藉由此個人的互動知覺學習風格來探討其對於任務成效、互動行為、團隊心流、認知負荷之影響。在小組部分透過團隊心流與認知負荷量測，了解不同組別的沉浸感與認知情況，最後藉由互動知覺學習風格型態的組別了解不同組合對於任務成效之影響。
本研究總共66位大學及碩士生，共33組。研究結果發現動作加聲音的互動模式能夠提高小組之間的互動次數，但這種模式會增加使用者的認知負荷。透過了解不同模式的團隊心流狀態，發現不同模式下的團隊心流狀態會影響其任務表現。而本研究設計推、合跳等動作互動，的確可以提高彼此的互動情況。尤其是合跳的動作不管在使用聲音加動作的模式或是單純只能使用動作的互動的模式都能提高任務成效。而在只能使用動作的模式方面，推有效的次數會影響到任務成效，透過隊友使用推的幫助，並依照隊友的指示移動就能使團隊的任務成效達到最佳的情況。在只能使用聲音的模式發現，良好的互相溝通也能有效提高任務成效。另外從實驗中發現不同知覺學習風格型態的組合會影響其小組的任務表現。

摘要(英)

This research proposes using 3D virtual reality as a foundation to develop a kinematic cooperation system in order to understand the different interactive scenario and behaviors between people. Team uses motion movements as well as sounds to complete the interactive game task or activities. The games designed in this study are to have a team of 2 people to complete tasks with sets of pushing and co-jumping interactive movements. This study redesigned the Barsch-Barsch 1980 Learning Style Inventory of self assessment learning styles to the assessment of interactive and perceptive learning styles. This is done by exploring the likes of how one wish to assist others and how they would like others to assist them. Through these findings this study wishes to explore the affects of task completion, interaction behavior, team flow and cognitive load and how this impact on team’s when individuals are grouped together thus further understanding the involvement and perceptions of team flow and cognitive loads on the different teams. Finally using these results to understand how the different combination affects the completion of tasks.
This study sampled 66 undergraduate and postgraduate students that were put into 33 teams. The results showed that movement and sound interaction can increase the amount of interaction between the team members however this scenario of interaction will cause the user to have cognitive over load. Through the understanding of the different team flow pattern the study was able to find that different team flow will affect the performance of the teams on each different scenario. The “push and co-jump movement” designed by this study can effectively increase the interaction between the team members. Whether it is co-jump with or without sound enhancement, the positive push movement without sound or no movements with sounds supported by good communication. All of the 3 different scenarios can effectively increase the chances of task completion. Furthermore the study also found that different perceptual learning style combination will also affect the team’s performance in their tasks.

關鍵字(中)

★ 虛擬實境
★ 互動行為
★ 互動知覺學習風格量表
★ 團隊心流
★ 認知負荷
★ 體感遊戲

關鍵字(英)

★ Virtual reality
★ Interactive behavior
★ Interactive perceptual learning styles
★ Team flow
★ Cognitive load
★ Exergames

論文目次

中文摘要 i
Abstract ii
致謝 iii
目錄 iv
圖目錄 vii
表目錄 viii
第一章緒論 1
1.1 研究背景與動機 1
1.2 研究目的與問題 3
1.2.1 研究目的 3
1.2.2 研究問題 3
1.3 名詞解釋 4
1.4 研究限制 5
第二章文獻探討 6
2.1 虛擬實境與擴增實境 6
2.1.1 虛擬實境與擴增實境定義 6
2.1.2 虛擬實境與擴增實境的科技裝置和技術 7
2.1.3 虛擬實境與擴增實境相關研究與應用 11
2.2 協同合作與其系統 13
2.3 訊息處理模式與體感遊戲 15
2.4 學習風格 18
2.4.1 學習風格定義與模式 18
2.4.2 知覺學習風格量表 20
2.5 團隊心流 23
2.5.1 心流與團隊心流的定義 23
2.5.2 心流與團隊心流的特徵 23
2.5.3 心流與團隊心流的測量 26
2.6 認知負荷理論 28
2.6.1 認知負荷理論的基本觀點 28
2.6.2 認知負荷理論的定義 29
2.6.3 認知負荷理論的特性 29
2.6.4 認知負荷理論的類型與測量 31
第三章系統實作 33
3.1 系統設計 33
3.2 系統任務內容 35
3.3 互動的行為 39
3.4 任務模式 41
3.5 系統實驗使用流程 42
第四章研究方法 43
4.1 研究架構 43
4.2 研究假設 46
4.3 研究步驟 47
4.4 研究對象與時間 48
4.5 活動設計 50
4.6 研究工具 51
4.7 資料蒐集 57
4.8 資料處理 58
第五章結果分析與討論 60
5.1 樣本基本資料描述 60
5.2 不同互動模式對於小組互動行為及互動成效之分析 61
5.3 不同互動模式對於小組團隊心流及認知負荷之分析 65
5.4 不同互動行為對於小組互動成效之影響 66
5.5 團隊心流以及認知負荷對於小組互動成效之影響 71
5.5.1 團隊心流對於小組互動成效之影響 71
5.5.2 認知負荷量對於小組互動成效之影響 77
5.6 互動知覺學習風格集群分析與判別分析 78
5.6.1 互動知覺學習風格集群 78
5.6.2 互動知覺學習風格判別 81
5.7 以個體互動知覺學習風格探討不同互動行為與互動成效之分析 85
5.7.1 根據幫助者型態學習風格探討不同互動行為與互動成效之分析 85
5.7.2 根據被幫助者型態學習風格探討不同互動行為與互動成效之分析 90
5.8 以個體互動知覺學習風格探討團隊心流以及認知負荷之分析 95
5.8.1 根據幫助者型態學習風格探討不同團隊心流與認知負荷之分析 95
5.8.2 根據被幫助者型態學習風格探討不同團隊心流與認知負荷之分析 100
5.9 以互動知覺學習風格組合探討總任務成效之分析 103
第六章結果與建議 105
6.1 研究結果 105
6.2 研究結論與貢獻 110
6.3 未來工作與建議 113
參考文獻 114
中文部分 114
英文部分 116
附錄 122
附錄一互動行為紀錄表 122
附錄二基本資料與互動知覺學習風格 123
附錄三團隊心流量表 127
附錄四認知負荷量表 129

參考文獻

中文部分
王瑞璇(2007)。建構取向學習、學習心流經驗與幸福感之相關研究。國立政治大學教育研究所碩士論文。
王豑瑩(2008)。不同學習風格的網路學習者之學習路徑研究—以台灣靜宜大學奈米化學單元網站為例。靜宜大學應用化學研究所碩士論文。
古詩儀(2011)。以認知負荷理論探討不同文本呈現方式對國小高年級學生閱讀理解表現之影響：以表面積為例。國立臺北教育大學數學暨資訊教育學系研究所碩士論文。
白益欣(2006)。運用擴增實境於多人互動情境之研究—以遊戲式學習為例。元智大學資訊傳播學系學位論文。
朱海燕(2002)。行動數據服務業創新協同合作模式之研究。國立政治大學經營管理碩士學程碩士論文。
江東霖(2009)。體感互動科技應用於展示設計之研究–以國立科學工藝博物館 [疫病防治展示區–防疫戰鬥營] 展示設計為例。樹德科技大學應用設計研究所學位論文(2009 年)。
宋曜廷(2000)。先前知識文章結構和多媒體呈現對文章學習的影響。臺灣師範大學教育心理與輔導學系學位論文。
沈潔華(2005)。以虛擬實境發展國小地球運動課程之設計與研究。國立中央大學網路學習科技研究所碩士論文。
林純宇(2004)。虛擬觸感環境之發展與評估。國立中山大學機械與機電工程研究所碩士論文。
孫詩韻(2008)。彈跳視窗呈現方式對使用者網頁瀏覽認知負荷與偏好之影響。國立清華大學工業工程與工程管理研究所碩士論文。
張慶權(2012)。 Kinect應用於銀髮族之輔助健身系統。國立體育大學運動科學研究所碩士論文。
梁維琳(2009)。以虛擬實境探討地下街空間緊急避難出口之選擇國立臺灣科技大學建築所碩士論文。
郭玉婷(2001)。泰雅族青少年學習式態之質的研究。國立臺灣師範大學教育研究所碩士論文。
陳立先(2009)。玩性透過自我調節對心流狀態的影響─ 以休閒遊戲為平台。交通大學資訊科學與工程研究所學位論文。
陳俊汕(2002)。知覺能力訓練在提升運動表現上的應用。大專體育(62), 36-41。
陳密桃(2003)。認知負荷理論及其對教學的啟示。國立高雄師範大學教育學系教育學刊。
陳劍平(2010)。體感互動科技應用於展示設計之研究以 2009 台北國際旅展台灣高鐵 [Shadow Interactive System 投影互動與擴增實境] 展示設計為例。樹德科技大學應用設計研究所學位論文。
傅維理(2012)。運用Wii課程教學對於提升學習障礙學生健康體適能表現及運動認知影響之研究。亞洲大學光電與通訊學系碩士在職專班。
黃巧琪(2004)。認知負荷理論及其在教學上的啟示。數位典藏與數位學習聯合目錄。
黃克文(1996)。認知負荷與個人特質及學習成就之關聯。國立臺北教育大學國民教育研究所學位論文。
楊培渝(2006)。認知負荷、焦慮情境對英語學習閱讀成效之影響。國立雲林科技大學技術及職業研究所碩士論文。
溫卓謀(1995)。訊息處理模式在運動表現的應用。體育學報(19), 195-206。
葉瑞琦(2011)。利用Wii遙控器與環境刺激提示技術協助ADHD學生降低肢體過動行為成效之研究。國立東華大學特殊教育學系碩士論文。
廖秀鈺(2011)。應用Kinect for Xbox 360訓練高齡者平衡能力之研究。雲林科技大學工業設計系碩士班碩士論文。
廖家瑩(2010)。激發式動態教學對學習成效與認知負荷影響之研究─ 以簡易二次函數圖形為例。交通大學理學院科技與數位學習學程學位論文(2010 年)。
潘伯正(2009)。教材媒體組合方式與知覺偏好對學習成效與認知負荷之影響。國立臺北教育大學數學教育研究所碩士論文。
蔡靜芬(2010)。工作資源、團隊心流與團隊創造力間關係之實驗研究：以團隊關係品質與思考型態為干擾變數。靜宜大學管理碩士在職專班碩士論文。
賴昱靜(2012)。探討體感遊戲對於大學生之身體意象及心流狀態的影響。國立中央大學網路學習科技研究所碩士論文。
蘇文清, 嚴貞, & 李傳房。 (2007) 符號學與認知心理學基礎理論於視覺設計之運用研究-以 “標誌設計” 為例。 Journal of Humanities and Social Sciences, 3(1), 95-104。

英文部分
Anumba, C. J., Ugwu, O., Newnham, L., & Thorpe, A. (2002). Collaborative design of structures using intelligent agents. Automation in construction, 11(1), 89-103.
Armstrong, A. C. (2008). The fragility of group flow: The experiences of two small groups in a middle school mathematics classroom. The Journal of Mathematical Behavior, 27(2), 101-115.
Azuma, R. T. (1997). A survey of augmented reality. Presence-Teleoperators and Virtual Environments, 6(4), 355-385.
Azuma, R. T., Baillot, Y., Behringer, R., Feiner, S., Julier, S., & MacIntyre, B. (2001). Recent advances in augmented reality. Computer Graphics and Applications, IEEE, 21(6), 34-47.
Barsch, J. (1980). Barsch learning style inventory. Novato, CA: Academic Therapy Publications.
Bobis, J., Sweller, J., & Cooper, M. (1993). Cognitive load effects in a primary-school geometry task. Learning and instruction, 3(1), 1-21.
Brown, E., Cristea, A., Stewart, C., & Brailsford, T. (2005). Patterns in authoring of adaptive educational hypermedia: a taxonomy of learning styles. Journal of Educational Technology & Society, 8(3), 77-90.
Burdea, G. C. (1999). Haptic feedback for virtual reality. Paper presented at the Virtual reality and prototyping workshop.
Chan, T. C., Chan, F., Shea, Y. F., Lin, O. Y., Luk, J. K. H., & Chan, F. H. W. (2012). Interactive virtual reality Wii in geriatric day hospital: A study to assess its feasibility, acceptability and efficacy. Geriatrics & Gerontology International.
Clemons, S. A. (2004). Developing on-line courses for visual/kinesthetic learners: A case study. INSTRUCTIONAL TECHNOLOGY, 51.
Cohen, A. D., & Weaver, S. J. (2006). Styles-and strategies-based instruction: A teachers’ guide: Foreign Language Teaching and Research Press.
Cosma, J. B. (1999). Flow in teams. Unpublished doctoral dissertation, University of Illinois, Chicago.
Csikszentmihalyi, M. (1990). Flow：The Psychology of Optimal Experience. New York：Harper & Row.
Csikszentmihalyi, M., & Csikszentmihalyi, I. S. (1992). Optimal experience: Psychological studies of flow in consciousness: Cambridge University Press.
Dalgarno, B., & Lee, M. J. W. (2010). What are the learning affordances of 3‐D virtual environments? British Journal of Educational Technology, 41(1), 10-32.
De Hoyos Guevara, M. L. (2004). Assessment of teamwork in higher education collaborative learning teams| A validation study. THE UNIVERSITY OF TEXAS AT AUSTIN.
Deutsch, J. E., Borbely, M., Filler, J., Huhn, K., & Guarrera-Bowlby, P. (2008). Use of a Low-Cost, Commercially Available Gaming Console (Wii) for Rehabilitation of an Adolescent With Cerebral Palsy. [Article]. Physical Therapy, 88(10), 1196-1207.
Duclos, C., Miéville, C., Gagnon, D., & Leclerc, C. (2012). Dynamic stability requirements during gait and standing exergames on the wii fit® system in the elderly. Journal of NeuroEngineering and Rehabilitation, 9(1), 28.
Dunn, R. S., & Dunn, K. J. (1992). Teaching secondary students through their individual learning styles: Needham Heights, MA: Allyn & Bacon.
Felder, R. M., & Silverman, L. K. (1988). Learning and teaching styles in engineering education. Engineering education, 78(7), 674-681.
Fleming, N., & Mills, C. (1992). Not Another Inventory, Rather a Catalyst for Reflection. To Improve the Academy, 11, 1992., page 137.
Griggs, S. A. (1991). Learning Styles Counseling. ERIC Digest. Ann Arbor: ERIC Clearinghouse on Counseling and Personnel Services, University of Michigan.
Guimbretière, F., Stone, M., & Winograd, T. (2001). Fluid interaction with high-resolution wall-size displays. Paper presented at the Proceedings of the 14th annual ACM symposium on User interface software and technology.
Höllerer, T., Feiner, S., Terauchi, T., Rashid, G., & Hallaway, D. (1999). Exploring MARS: developing indoor and outdoor user interfaces to a mobile augmented reality system. Computers & Graphics, 23(6), 779-785.
Hawk, T. F., & Shah, A. J. (2007). Using learning style instruments to enhance student learning. Decision Sciences Journal of Innovative Education, 5(1), 1-19.
Higgins, S., Mercier, E., Burd, L., & Joyce‐Gibbons, A. (2011). Multi‐touch tables and collaborative learning. British Journal of Educational Technology.
Hwang, W. Y., & Su, J. H. (2012). The study of surface computer supported cooperative work and its design, efficiency, and challenges. Interactive Learning Environments, 20(2), 177-198.
Iwata, N., Fujiwara, M., Kodera, Y., Tanaka, C., Ohashi, N., Nakayama, G., et al. (2011). Construct validity of the LapVR virtual-reality surgical simulator. Surgical endoscopy, 25(2), 423-428.
Jackson, S. A., & Marsh, H. (1996). Development and validation of a scale to measure optimal experience: The Flow State Scale. Journal of Sport & Exercise Psychology; Journal of Sport & Exercise Psychology.
James, W. B., & Gardner, D. L. (1995). Learning styles: Implications for distance learning. New directions for adult and continuing education, 1995(67), 19-31.
Jex, H. R. (1988). Measuring mental workload: Problems, progress, and promises. Advances in Psychology, 52, 5-39.
Kolb, D. A. (1984). Learning styles inventory.Voston, MA:McBer.
Koštomaj, M., & Boh, B. (2009). Evaluation of User’s Physical Experience in Full Body Interactive Games. Haptic and Audio Interaction Design, 145-154.
Kuramatsu, Y., Muraki, T., Oouchida, Y., Sekiguchi, Y., & Izumi, S. I. (2012). Influence of constrained visual and somatic senses on controlling centre of mass during sit-to-stand. Gait & Posture.
Kvan, T. (2000). Collaborative design: what is it? Automation in construction, 9(4), 409-415.
Lazarovitz, S. M. (2003). Team and individual flow in female ice hockey players: The relationships between flow, group cohesion, and athletic performance.
Lee, K. (2012). Augmented reality in education and training. TechTrends, 56(2), 13-21.
Leite, W. L., Svinicki, M., & Shi, Y. (2010). Attempted validation of the scores of the VARK: Learning styles inventory with multitrait–multimethod confirmatory factor analysis models. Educational and Psychological Measurement, 70(2), 323-339.
Lenne, D., Thouvenin, I., & Aubry, S. (2009). Supporting design with 3d-annotations in a collaborative virtual environment. Research in Engineering Design, 20(3), 149-155.
Levac, D., Pierrynowski, M. R., Canestraro, M., Gurr, L., Leonard, L., & Neeley, C. (2010). Exploring children’s movement characteristics during virtual reality video game play. Human movement science, 29(6), 1023-1038.
Leyvand, T., Meekhof, C., Wei, Y. C., Sun, J., & Guo, B. (2011). Kinect identity: Technology and experience. Computer, 44(4), 94-96.
Liu, T. Y. (2009). A context‐aware ubiquitous learning environment for language listening and speaking. Journal of Computer Assisted Learning, 25(6), 515-527.
Livingston, M. A., Rosenblum, L. J., Julier, S. J., Brown, D., Baillot, Y., II, J. E. S., et al. (2002). An augmented reality system for military operations in urban terrain. Paper presented at the The Interservice/Industry Training, Simulation & Education Conference (I/ITSEC).
Lucas, R. W. (2003). The creative training idea book: Inspired tips and techniques for engaging and effective learning: AMACOM/American Management Association.
Machover, C., & Tice, S. E. (1994). Virtual reality. Computer Graphics and Applications, IEEE, 14(1), 15-16.
MacIntyre, B., Gandy, M., Dow, S., & Bolter, J. D. (2004). DART: a toolkit for rapid design exploration of augmented reality experiences. Paper presented at the Proceedings of the 17th annual ACM symposium on User interface software and technology.
Maher, M. L., Cicognani, A., & Simoff, S. (1996). An experimental study of computer mediated collaborative design. Paper presented at the Enabling Technologies: Infrastructure for Collaborative Enterprises, 1996. Proceedings of the 5th Workshop on.
Merians, A. S., Poizner, H., Boian, R., Burdea, G., & Adamovich, S. (2006). Sensorimotor training in a virtual reality environment: does it improve functional recovery poststroke? Neurorehabilitation and Neural Repair, 20(2), 252-267.
Metzger, P. J. (1993). Adding reality to the virtual. Paper presented at the Virtual Reality Annual International Symposium, 1993., 1993 IEEE.
Milgram, P., & Kishino, F. (1994). A taxonomy of mixed reality visual displays. IEICE TRANSACTIONS on Information and Systems, 77(12), 1321-1329.
Mosek, E. (2009). An exploration of team flow in an Israeli youth basketball competitive team. Master’s Thesis in Sprot and Exercise Psychology, University of Jyväskylä.
Myers, I., & Briggs, K. C. (1976). Myers-Briggs type indicator: Consulting Psychologists Press Palo Alto, CA.
Nabors, M. L., Edwards, L. C., & Murray, R. K. (2009). Making the case for field trips: What research tells us and what site coordinators have to say. Education, 129(4), 661-667.
Novak, T. P., & Hoffman, D. L. (1997). Measuring the flow experience among web users. Interval Research Corporation, 31.
O’Donovan, C., & Hussey, J. (2012). Active video games as a form of exercise and the effect of gaming experience: a preliminary study in healthy young adults. Physiotherapy.
Oda, O., Lister, L. J., White, S., & Feiner, S. (2008). Developing an augmented reality racing game. Paper presented at the Proceedings of the 2nd international conference on INtelligent TEchnologies for interactive enterTAINment.
Owens, L., & Stewart, C. (2004). Understanding athletes’ learning styles. International Society of Biomechanics in Sport, Coach Information Service.
Paas, F. G. W. C., & Van Merriënboer, J. J. G. (1994). Instructional control of cognitive load in the training of complex cognitive tasks. Educational psychology review, 6(4), 351-371.
Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles concepts and evidence. Psychological science in the public interest, 9(3), 105-119.
Quinn, R. W., & Dutton, J. E. (2003). Nuclear weapons and daily deadlines: The energy and tension of flow in knowledge work. University of Michigan.
Reid, J. M. (1987). The learning style preferences of ESL students. TESOL quarterly, 21(1), 87-111.
Riechmann, S. W., & Grasha, A. F. (1974). A rational approach to developing and assessing the construct validity of a student learning style scales instrument. The Journal of Psychology, 87(2), 213-223.
Rolland, J. P., Holloway, R. L., & Fuchs, H. (1994). A comparison of optical and video see-through head-mounted displays. Paper presented at the SPIE Telemanipulator and Telepresence Technologies.
Ruppert, G. C. S., Reis, L. O., Amorim, P. H. J., de Moraes, T. F., & da Silva, J. V. L. (2012). Touchless gesture user interface for interactive image visualization in urological surgery. [Article]. World Journal of Urology, 30(5), 687-691.
Schmidt, R. A. (1991). Motor learning & performance from principles to practice. Champaign, IL: Human Kinetics Publications.
Shaer, O., Strait, M., Valdes, C., Feng, T., Lintz, M., & Wang, H. (2011). Enhancing genomic learning through tabletop interaction. Paper presented at the Proceedings of the 2011 annual conference on Human factors in computing systems.
Shih, C. H., Chen, L. C., & Shih, C. T. (2012). Assisting people with disabilities to actively improve their collaborative physical activities with Nintendo Wii Balance Boards by controlling environmental stimulation. Research in developmental disabilities, 33(1), 39-44.
Slater, M., Perez-Marcos, D., Ehrsson, H. H., & Sanchez-Vives, M. V. (2008). Towards a digital body: the virtual arm illusion. Frontiers in Human Neuroscience, 2.
Staiano, A. E., & Calvert, S. L. (2011). Exergames for Physical Education Courses: Physical, Social, and Cognitive Benefits. [Article]. Child Development Perspectives, 5(2), 93-98.
Sutherland, I. E. (1965). The ultimate display. Multimedia: From Wagner to virtual reality.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive science, 12(2), 257-285.
Sweller, J. (1990). On the limited evidence for the effectiveness of teaching general problem-solving strategies. Journal for research in mathematics education, 411-415.
Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and instruction, 4(4), 295-312.
Sweller, J., Van Merrienboer, J. J. G., & Paas, F. G. W. C. (1998). Cognitive architecture and instructional design. Educational psychology review, 10(3), 251-296.
Thomas, B., Close, B., Donoghue, J., Squires, J., De Bondi, P., & Piekarski, W. (2002). First Person Indoor/Outdoor Augmented Reality Application: ARQuake. [Article]. Personal and Ubiquitous Computing, 6(1), 75-86.
Vernadakis, N., Gioftsidou, A., Antoniou, P., Ioannidis, D., & Giannousi, M. (2012). The impact of Nintendo Wii to physical education students’ balance compared to the traditional approaches. Computers & Education.
Wang, Y., & Chen, N. S. (2012). The collaborative language learning attributes of cyber face-to-face interaction: the perspectives of the learner. Interactive Learning Environments, 20(4), 311-330.
Webster, J., Trevino, L. K., & Ryan, L. (1993). The dimensionality and correlates of flow in human-computer interactions. Computers in human behavior, 9(4), 411-426.
Wierwille, W. W., & Eggemeier, F. T. (1993). Recommendations for mental workload measurement in a test and evaluation environment. Human Factors: The Journal of the Human Factors and Ergonomics Society, 35(2), 263-281.
Yang, J. C., Chen, C. H., & Chang Jeng, M. (2010). Integrating video-capture virtual reality technology into a physically interactive learning environment for English learning. Computers & Education, 55(3), 1346-1356.
Yannakakis, G. N., Maragoudakis, M., & Hallam, J. (2009). Preference Learning for Cognitive Modeling: A Case Study on Entertainment Preferences. [Article]. Ieee Transactions on Systems Man and Cybernetics Part a-Systems and Humans, 39(6), 1165-1175.
Zurita, G., & Nussbaum, M. (2004). Computer supported collaborative learning using wirelessly interconnected handheld computers. Computers & Education, 42(3), 289-314.

指導教授

黃武元(Wu-Yuin Hwang)

審核日期

2013-1-22

推文