臺灣博碩士論文加值系統

隨著機器人硬體功能上的精進以及藉由與電腦的結合，我們已經可以擁有程式化編輯機器人的功能。有學者指出，藉由學習者與機器人互動的過程中，能提昇參與度、專注力、娛樂和內在興趣的感覺。另外有學者也指出透過動手設計(design and create)一個作品的過程中，有助於提昇學童的創意表達能力、創新的解難能力、跨學科學習能力、語言表達能力。

目前語文老師們在上課中常應用肢體反應故事教學法，以生動活潑的肢體反應配合說故事的教學方式，教導學生瞭解句子中所要表達的意義以及單字的意思。本研究將此教學法結合創作設計的概念，並搭配機器人傑出的動作，設計一套”可程式化說故事機器人”的系統，打造出於分享中設計、於設計中學習的活動，讓學生在我們所設計的教材中，可以反過來當一位老師、一位設計者，親自設計故事、設計符合故事的機器人動作以及錄製聲音，創作出表演型機器人。

本系統實驗對象為10位22～24歲，具有資工背景的男性學生。學生分別做了三種實驗（純故事文章閱讀、故事中部份句子重組搭配TextToSpeech(TTS)、利用本系統設計創作出表演型機器人）。初步的實驗結果顯示，若只是單純的閱讀故事文章，學生容易感到厭煩與不耐煩，進而影響到學習英文的興趣，且習得單字的效果不佳。而採用我們所設計的系統後，學生感覺到學習有如在玩樂一般，不但可以拉長學生的學習時間，也可以在設計機器人動作的過程中學習到單字，並從教導機器人說故事的過程中得到聽、說能力的改善，也增進學習者應用單字來製造句子的能力。

With the advancement of functions of the hardware and the system integration, we have already possessed the function that can use programs to control robots. Scholars indicated that through the interaction with robots, learners can improve their degree about the participation, the attraction, the entertainment and intrinsic interests. On the other hand, some scholars mentioned that the process of designing and creating a finished product can help learners improve their ability about creative expression, innovative solving difficulties, cross-subject learning and language expression.

Nowadays, language teachers usually utilize TPRS which combines vigorous body language and story-telling method to let students understand the meaning of vocabulary or sentences. The aim of this research is to integrate 3 main functions, TPRS, creative design and outstanding movements of robots, to design a set of system – designing story-telling robot. This system can represent environment where learners can design a story from shares with each other and learn knowledge from the design can make a learner be a teacher, a designer to personally design stories, design movements appropriate for stories, record voice and create a demonstrated robot.

In this system, the experimental subjects are ten 22-24 years old male who are information engineering students. They were experimented by 3 aspects respectively – purely reading stories, reassembling sentences of stories and integrating TextToSpeech(TTS), and using the system to design demonstrated robots. The initial result of this experiment shows that purely reading stories made students boring and inpatient that would influence students? interests in learning English and the effect of learning vocabulary was also not good enough. On the contrary, students who adopted our system felt the study as a game. Thus, learners can extend their study time and learn vocabulary through designing movements of the robot. In addition, teaching robots to tell a story not only make learners? listening and speaking ability be improved but also help students have capacity using vocabulary.

中文摘要 ------------------------------------------------------------------------------- I
英文摘要 ------------------------------------------------------------------------------- II
誌謝 ------------------------------------------------------------------------------------- IV
目錄 ------------------------------------------------------------------------------------- V
圖目錄 ------------------------------------------------------------------------------------- VII
表目錄 ------------------------------------------------------------------------------------- VIII
第一章 緒論 -------------------------------------------------------------------------- 1
1-1 研究背景 -------------------------------------------------------------------- 1
1-2 研究動機 -------------------------------------------------------------------- 2
1-3 研究目標 -------------------------------------------------------------------- 4
1-4 研究問題與對策 -------------------------------------------------------------- 4
1-5 論文架構 -------------------------------------------------------------------- 5
第二章 相關理論與研究 -------------------------------------------------------------- 6
2-1 相關理論 -------------------------------------------------------------------- 6
2-1-1 積木理論(LEGO Theory) -------------------------------------- 6
2-1-2 設計中學習(Learning through Designing) -------------- 6
2-1-3 肢體動作與語言的關系 -------------------------------------- 7
2-1-4 動作所表現的涵義 -------------------------------------------- 8
2-1-5 建構主義 -------------------------------------------------------- 8
2-2 相關研究 -------------------------------------------------------------------- 10
2-2-1 可程式化積木(Programmable Brick) -------------------------- 10
2-2-2 機器人於教育學習上的應用 -------------------------------- 11
2-2-3 互動式光碟故事書 -------------------------------------------- 13
2-2-4 線上系統 -------------------------------------------------------- 13
第三章 可程式化說故事機器人的設計規劃 -------------------------------------- 16
3-1 可程式化說故事機器人的架構設計 -------------------------------------- 16
3-2 可程式化說故事機器人的套件設計 -------------------------------------- 20
3-3 系統使用流程 -------------------------------------------------------------- 24
第四章 系統實作 -------------------------------------------------------------------- 26
4-1 系統環境建置 -------------------------------------------------------------- 26
4-1-1 可程式化說故事機器人環境 -------------------------------- 26
4-1-2 可程式化說故事機器人實作平台 -------------------------- 28
4-2 系統實作介面 -------------------------------------------------------------- 28
4-2-1 系統初始介面 -------------------------------------------------- 29
4-2-2 句子重組與TextToSpeech(TTS)介面 ----------------------- 30
4-2-3 設計機器人動作介面 -------------------------------------------- 31
4-2-4 教導機器人說故事介面 -------------------------------------- 32
4-2-5 機器人表演說故事介面 -------------------------------------- 34
第五章 實驗分析與討論 -------------------------------------------------------------- 35
5-1 實驗背景 -------------------------------------------------------------------- 35
5-2 實驗目的 -------------------------------------------------------------------- 37
5-3 實驗設計 -------------------------------------------------------------------- 37
5-4 實驗畫面 -------------------------------------------------------------------- 38
5-5 實驗結果 -------------------------------------------------------------------- 40
5-6 討論 -------------------------------------------------------------------------- 45
第六章 結論 -------------------------------------------------------------------------- 49
參考文獻 -------------------------------------------------------------------------------- 51
附錄一 學生訪談問卷 -------------------------------------------------------------- 55
附錄二 各實驗每個人進步成績的T檢定 -------------------------------------- 56

[1]石兆芬，「作為教室教學伙伴之可程式化機器人」，國立中央大學，碩士論文，2007年
[2] 朱則剛，「建構主義知識論與情境認知對教育科技的意義」。視聽教育雙月刊，35(4)，1-15頁，1994年
[3] 呂英撰，「利用可設計組裝的表演說故事機器人來達到從設計中進行學習」，國立中央大學，碩士論文，2007年
[4] 林貝遙，「語言與動作」。2007年12月3日，取自
http://www.hnl.com.tw/essence_detail.php?Pid=83&Id=996
[5] 林甘敏，「建構式電腦網路輔助教學教材的選擇與設計原則」，第八屆國際電腦輔助教學研討會論文集，逢甲大學，台中，1999年
[6] 施弼耀，吳俊毅，「建構式動畫英語閱讀學習機制之研究」，資訊科學應用期刊，1（3），91-102頁，2005年6月
[7] 陳淑君，「後設資料(Metadata)標準」，建置「綠色數位媒體隧道」研討會, 2006年
[8] 許允聖：肢體表演動作。2003年8月9日，取自
http://www.eplug-cg.com/4_idea/cg_08_01.htm
[9] 張靜嚳，「何謂建構主義？」，中部地區教育科學簡訊，3，1995年12月
[10]詹竹莘，表演技術與表演教程，書林書局，臺北，1997年
[11]瑪莎‧漢彌頓（Martha Hamilton） & 米齊‧衛思（Mitch Weiss）著，教孩子說故事，陳宏淑譯，東西出版事業股份有限公司，台北，2006年3月
[12]瑪格麗特‧鮑定（Margaret Boden）著，皮亞傑，楊俐容譯，桂冠圖書股份有限公司，台北，1995年5月
[13]Jessie, H. H., 準備好說故事了嗎？。取自
http://campusweb.yuntech.edu.tw/~huangje/htm/englishteaching/works-saystory.htm
[14]Adam, N., & Wild, M., “Applying CD-ROM interactive storybooks to learning to read?, Journal of Computer Assisted Learning, Vol. 13, pp. 119-132., 1997.
[15]Anderson, J., “Living books and other books without pages?, Unicorn, Vol. 18, No. 3, pp. 64-67., 1992
[16]Asher, J., “The total physical response approach to second language learning.”, Modern Language Journal , Vol. 53, pp. 3-17., 1969
[17]Chao-Fen, S., et al., “Robot as a Storytelling Partner in the English Classroom - Preliminary Discussion”, Seventh IEEE International Conference on Advanced Learning Technologies (ICALT 2007), pp. 678-682., 2007
[18]Druin, A., et al., “Designing PETS:A Personal Electronic Teller of Stories.?, Human Factors in Computing Systems:CHI99, pp. 326-329., 1999.
[19]Gockley, R., et al., “Designing robots for long-term social interaction?, IEEE International Conference on Robotics and Automation, 2005.
[20]Givens, D. B., Nonverbal dictionary of gestures, signs and body language cues, Center for Nonverbal Studies Press, 2006. Available at
http://www.members.aol.com/nonverbal2/diction1.htm
[21]Han, J., Kim, D., Lee, K., Park, S., & Shin, K., “The Educational Use of Home Robots for Children?, IEEE International Conference on Workshop on Robots and Human Interactive Communication, 2005
[22]James, C. D., Marilyn D., James, J. A., “TPR Storytelling with high college students: Our personal experiecne”, 2006, Available at
http://www.tpr-world.com/davidheiser.html
[23]James J. A., “TPR, After forty years, still a very good idea”, Available at
http://www.tpr-world.com/japan-article.html
[24]Kanda, T., & Ishiguro, H., “Communication Robots for Elementary Schools?, Proceedings of AISB''05 Symposium Robot Companions: Hard Problems and Open Challenges in Robot-Human Interaction, pp. 54-63., 2005
[25]Kanda, T., Hirano, T., Eaton, D., & Ishiguro, H., “Interactive Robots as Social Partners and Peer Tutors for Children: A Field Trial?, Journal of Human Computer Interaction, Vol. 19, No. 1-2, pp. 61-84., 2004
[26]Montemayor, J., Druin, A., & Hendler, J., PETS: A Personal Electronic Teller of Stories, In Robots for Kids: New Technologies for Learning, Druin, A., & Hendler, J., (Eds.), Morgan Kaufmann, San Francisco CA, 367–391, 2000
[27]McKay, T., ”TPRS Storytelling: Especially for students in elementary and middle school. (Available in English, Spanish or French).”, Los Gatos, CA: Sky Oaks Productions, Inc.,2004
[28]Marti, P., Giusti, L., Pollini, A., & Rullo, A., “Experiencing the flow: design issues in human-robot interaction?, Proceedings of the 2005 joint conference on Smart objects and ambient intelligence: innovative context-aware services: usages and technologies, Vol. 121, pp. 69-74., 2005
[29]Nierenberg, G. I., & Calero, H. H., How to Read a Person Like a Book., Barnes & Noble Digital., 2001
[30]Nozawa, Y., Dohi, H., Iba, H., & Ishizuka, M., “Humanoid Robot Presentation Controlled by Multimodal Presentation Markup Language MPML?, Proceedings of the 13th IEEE Int''l Workshop on Robot and Human Interactive Communication, Kurashiki, Japan, No.026, 2004
[31]Papert, S., The Children’s Machine, Basic Books, New York, 1993
[32]Resnick, M., & Silverman, B., “Some Reflections on Designing Construction Kits for Kids?, Proceedings of Interaction Design and Children conference, ACM Press, 2005
[33]Resnick, M., “Technologies for Lifelong Kindergarten?, Educational Technology Research and Development, Vol46, No. 4, pp. 43-45., December 1998
[34]Resnick, M., & Ocko, S., LEGO/Logo: Learning Through and About Design, In Constructionism. Edited by Idit Harel and Seymour Papert., Norwood, NJ: Ablex Publishing, 1991
[35]Resnick, M., & Rusk, N., “The Computer Clubhouse: Preparing for life in a digital world?, IBM Systems Journal, Vol. 35, pp. 431-439., 1996
[36]Volle, L. M., “Analyzing oral skills in voice e-mail and online interviews?, Language Learning and Technology, Vol. 9, pp. 146-163., 2005
[37]Wenli, T., Weichung, W., & Yenjun, T., “Applying a multimedia storytelling website in foreign language learning?, Computers & Education, Vol. 47, pp. 17-28., 2006
[38]Wesche, M., & Paribakht, S., “Assessing vocabulary knowledge: Depth vs. breadth.” Canadian Modern Language Review, Vol. 53, No 1, pp. 13-40., 1996
[39]Ying-Tsuan L., ” Using a Programmable Storytelling Robot to Motivate Learning Second Language”, Seventh IEEE International Conference on Advanced Learning Technologies (ICALT 2007), pp. 841-844, 2007