為餐旅教育設計之具肢體動作及情緒辨識結合學科知識的情境學習系統

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姓名

吳昱緯(Yu-Wei Wu) 查詢紙本館藏

畢業系所

資訊工程學系

論文名稱

為餐旅教育設計之具肢體動作及情緒辨識結合學科知識的情境學習系統
(A situated learning system designed for hospitality education which can recognize embodied posture and emotion expression)

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摘要(中)

透過真實的情境，學習者可以親身投入並根據任務學習，例如目前常見的虛擬實境、Second Life、RPG Maker，都提供學習者進入真實情境學習的機會，而餐旅教育中需要結合學科知識、肢體、表情，然而過去因學生眾多所以缺乏老師針對每個人的即時評量、回饋、指引，並且此課程餐旅需要在真實情境中學習，所以本研究基於具身沉浸式學習系統並與姿勢辨識、情緒辨識結合，為餐旅教育建置一個可以辨識肢體動作、情緒展現結合學科知識的情境學習系統。
因此為了求證本研究與某科技大學進行合作教學，針對即時評量、回饋、指引機制對於餐旅中的職業表達的學習成效進行探討，其結果顯示實驗組在結合知識、肢體、情緒並實際應用的學習上優於對照組，所以為餐旅教育設計之具肢體動作及情緒辨識結合學科知識的情境學習系統對於餐旅服務中的表達學習具有正面效果。

摘要(英)

Through real situations, learners can engage themselves and learn according to tasks. For example, the current common virtual reality, Second Life, and RPG Maker all provide learners with opportunities to learn in real situations. In hospitality education it is necessary to combine subject knowledge, posture, emotion expression, but in the past, due to the large number of students, it is hard to real-time evaluation, feedback, and guidance from the teacher for each student, otherwise hospitality education need to learn in real situations. Therefore, this research base on the embodied situated learning system combined with posture recognition and emotion recognition to build a situated learning system designed for hospitality education which can recognize embodied posture and emotion expression.
Therefore, in order to verify the learning effect of real-time evaluation, feedback, and guidance mechanism on professional expression, this study conducted cooperative teaching with a certain university of science and technology. The results showed that the experimental group is perform better in combining knowledge, posture, emotion and practical application of learning than the control group, so a situated learning system designed for hospitality education which can recognize embodied posture and emotion expression has a positive effect on hospitality education.

關鍵字(中)

★ 情境式學習
★ 沉浸式情境學習
★ 活動識別與應用

關鍵字(英)

★ Situated Learning
★ Embodied Situated Learning
★ Activity Recognition and Application

論文目次

摘要 iv
Abstract v
致謝 vi
目錄 vii
圖目錄 x
表目錄 xiii
一、緒論 1
1-1. 研究背景 1
1-1-1. 研究背景 1
1-1-2. 研究動機 2
1-1-3. 研究目標 3
1-1-4. 研究問題 3
二、相關研究 6
2-1. 情境式學習(Situated Learning) 6
2-2. 沉浸式情境學習（Embodied Situated Learning） 6
2-3. 活動識別與應用 (Activity Recognition and Application) 7
2-4. 具身融入並即時評量的情境學習系統(A Situated Learning System that can Evaluated Embodied Activity) 7
三、研究假設 9
四、系統設計與實作 10
4-1. 系統設計 10
4-1-1. 數位學習劇場設計 10
4-1-2. 意圖表達互動系統設計 12
4-1-3. 劇場遠端遙控系統設計 14
4-2. 系統實作 14
4-2-1. 系統環境 14
4-2-2. 系統架構 16
4-2-3. 數位學習劇場實作 17
4-2-4. 劇場遠端遙控系統實作 18
4-2-5. 表達互動系統實作 22
五、實驗設計 30
5-1. 研究對象 30
5-2. 學習內容 30
5-3. 實驗設計 31
5-4. 實驗流程 33
5-4-1. 前測 34
5-4-2. 教材內容教學 34
5-4-3. 系統介紹與示範演出 35
5-4-4. 小組排練 36
5-4-5. 小組正式演出 36
5-4-6. 後測 38
5-5. 實驗評估 38
5-5-1. 前測與後測 38
六、實驗結果與討論 39
6-1. 前後測測驗結果討論 39
6-1-1. ANCOVA前提驗證 39
6-1-2. ANCOVA分析與討論 40
七、結論與未來研究 42
7-1. 結論 42
7-2. 未來研究 43
7-2-1. 減少當前設備依賴性與遠端教學的結合 43
7-2-2. 線上學習中學習者的學習關注度對學習的影響 43
7-2-3. 如何提升線上學習者開視訊的意願 43
八、參考文獻 44
附錄二、教材內容 47
附錄三、前後測測驗試卷內容 55
附錄四、論文關鍵字(英文版) 64
附錄五、論文圖表英文對照 66

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指導教授

陳國棟(Gwo-Dong Chen)

審核日期

2021-8-23

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