以設計機器人作為自己替身展現學習成果的情境學習系統

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姓名

李怡靜(Yi-Jing Li) 查詢紙本館藏

畢業系所

資訊工程學系

論文名稱

以設計機器人作為自己替身展現學習成果的情境學習系統
(A situational learning system that uses design a robot as a double to show learning outcomes)

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摘要(中)

情境學習可以為學習者帶來許多益處，但在教室中建立情境學習的環境會因為學校是一個群體而產生觀眾，例如老師或是同學。而上台演出和觀眾的參與往往會引起學生焦慮，從得知消息、準備練習至真正上台期間都會不斷的發生，可能會因此減緩學習成效或造成演出失誤。再者，情境式學習通常需要學生直接進入情境裡練習，較難以實際察覺自己的學習狀況，想要進而改善或達到反思學習是較為困難的。因此，本研究使用了替身的概念解決上述在實際學習中可能發生的問題，並選用機器人替身而非真人替身，藉此避免受到同儕友誼互動關係的因素干擾。

　　最終，本研究在情境學習系統中建立了一個可由使用者自行設計與製作機器人替身演員，在學習的過渡期提供學生幫助，展現學習成果。除了達到情境學習的目的之外，也讓學習者能專注於學習而不必擔心要親自上台或直接面對觀眾產生的焦慮感及不確定性。並能藉由旁觀者的角度了解自己的學習狀況進行反思學習，同時，學習者也會為了讓同儕看到自己優秀的面貌而持續精進自己。

　　本研究亦與桃園某大學教師合作，研究結果顯示使用本系統的學生學習成果優於傳統情境學習的方式。學生認為製作機器人替身是有趣的，並且會因為機器人用自己的聲音表演而更認真練習。另外，替身能讓學生透過第三人稱視角了解實際的學習情況也是很重要的因素。整體而言，本系統增加了學生的學習興趣、學習強度及學習成效。

摘要(英)

Situational learning can bring many benefits to learners. However, the school is a group, setting up a situational learning environment in the classroom will have audiences, such as teachers or classmates. On stage performances and audience participation often arouse students′ anxiety, which will continuously happen from the time they learn the news, prepare to practice, and actually take the stage, which may slow down their learning or cause performance errors. Furthermore, situational learning usually requires students to directly enter the situation to practice, and it is more difficult to actually perceive their learning status, improve or achieve reflective learning. This study uses the concept of double to solve the above-mentioned problems that may occur in actual learning. In addition, this study uses robot double instead of real person double to avoid interference from peer interactions.

Finally, this study has established a robot double actor that can be designed and produced by users in the situational learning system, and provides students with help during the transition period of learning to show the learning results. In addition to achieving the purpose of situational learning, it also let learners to focus on learning without worrying about the anxiety and uncertainty of going on stage or directly facing the audience. Learners can understand their own learning situation from the perspective of the bystander and conduct reflective learning. At the same time, learners will continue to practice and keep improving themselves in order to let their peers see their outstanding side.

This study cooperated with teachers and examined at a university in Taoyuan City and conducted an experiment. The experimental results show that the students using this research system are better than traditional learning methods learning effect. The students think that it is fun to make a robot double, and they will practice more seriously because the robot performs with its own voice. In addition, it is also a very important factor for students to be able to understand their own learning through the third-person perspective. On the whole, this system increases students′ learning interest, learning intensity and learning effect.

關鍵字(中)

★ 情境學習
★ 替身
★ 替身機器人
★ 教育機器人
★ 反思學習

關鍵字(英)

★ Situational learning
★ Double
★ Double Robots
★ Educational Robotics
★ Reflective learning

論文目次

摘要 V
ABSTRACT VI
誌謝 VII
目錄 VIII
圖目錄 XI
表目錄 XIV
一、緒論 1
1-1.研究背景 1
1-2.研究問題 3
1-3.研究目標 4
二、相關研究 5
2-1.情境學習 5
2-2.具身體現融入的情境學習 6
2-3.替身 7
2-4.機器人替身的可行性 8
2-5.機器人與情境學習 8
2-6.小結 10
三、學習模式 11
3-1.課程教學與系統講解 11
3-2.劇本創作 11
3-3.劇本練習 11
3-4.正式演出與成果發表 12
四、系統設計與實作 13
4-1.系統設計 13
4-1-1.系統架構 13
4-1-2.開發環境 14
4-2.系統實作 15
4-2-1.機器人台詞實作 15
4-2-2.機器人面部表情與動作 18
4-2-3.機器人個性實作與展現 20
4-2-4.因應疫情製作 APP 互動 23
五、實驗設計 25
5-1.實驗假設 25
5-2.實驗對象 25
5-3.實驗教材設計 26
5-4.實驗環境設計 26
5-5.實驗流程 29
5-6.實驗操作 29
5-7.實驗評斷工具 30
5-7-1.前測和後測試卷 30
5-7-2.問卷量表 30
六、實驗結果分析與討論 31
6-1.前後測試卷測驗結果與討論 31
6-1-1.Randomness and Independent Sampling 31
6-1-2.Normality 32
6-1-3.Homogeneity of Regression 32
6-1-4.Homogeneity of Variances 32
6-1-5.單因子共變數分析(Analysis of Covariance, ANCOVA) 33
6-2.問卷結果與討論 34
6-2-1.問卷信度分析 34
6-2-2.問卷結果描述 34
七、結論與未來研究 42
7-1.結論 42
7-2.未來研究 43
7-2-1.語調技術 43
7-2-2.動態情緒的互動 43
7-2-3.應用在不同領域 43
八、參考文獻 44
附錄一、教材劇本 48
附錄二、前測試卷 53
附錄三、後測試卷 54
附錄四、實驗組問卷 55
附錄五、對照組問卷 56
附錄六、論文關鍵字(英文版) 57
附錄七、圖表英文對照 58

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指導教授

陳國棟(Gwo-Dong Chen)

審核日期

2021-8-26

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