臺灣博碩士論文加值系統

在人類的一般日常生活中，認知能力扮演著相當重要的角色。人類生活的一切皆與認知能力有著密不可分的關係。過去研究發現，認知能力可以經過訓練而獲得改善，若能加強認知能力將有助於人類的學習以及工作效率的提升。根據具身認知(Embodied Cognition)的觀點，人類的認知與身體相互關聯，運動系統影響認知就如同心智影響身體的行為。強調了身體動作對於認知的重要性，認知乃透過身體與環境互動之過程進而在大腦內形成。而根據科技中介學習(Technology-Mediated Learning)，科技導入學習的過程中，需要考慮學習者於學習過程中的心理學習過程(Psychological Processes)。心理學習過程指學習者學習過程中的認知與資訊處理活動、動機、興趣及認知結構。科技和教學策略的配合藉由影響學習者學習時的心理狀態，進而對學習成效產生影響。本研究提出適性化體感式學習策略，於認知能力訓練活動中加入身體動作之參與，並依據學習者於學習過程中的注意力與放鬆度，適性化調整活動之內容，期望可以提升認知能力訓練的成效。為了驗證本策略的效果，本研究開發了一個適性化體感式記憶力訓練系統，以大學生及研究生共88名為實驗對象，隨機分至「滑鼠操作學習組」、「體感式學習組」和「適性化體感式學習組」三組。研究結果顯示，「適性化體感式學習組」的學習成效顯著優於「體感式學習組」與「滑鼠操作學習組」，而「體感式學習組」與「滑鼠操作學習組」之間學習成效則無顯著差異。本研究發現，記憶力訓練結合體感式學習策略以及適性化學習策略將有助於提升記憶力訓練的成效。

Cognitive ability plays an important role in human’s daily life, which is strongly related to cognitive ability. Previous studies have shown that cognitive ability can be improved through training, which can further promote learning and work efficiency. According to embodied cognition, cognition is related to body. That is, motor system can affect cognition just as mind can affect bodily behavior, which stresses the importance of body to cognition. Through the process of body interacting with environment, cognition can be formed in brain. According to Technology-Mediated Learning approach, the application of technology in learning needs to take learner''s psychological learning process into account, including cognitive and information processing activities, motivation, interest, and cognitive structures. Technology with instructional strategy would affect learner’s psychological status and further affect learning performance. Thus, this study developed an adaptive memory training system that adjusts the training content based on learner’s attention and meditation levels and involves bodily motions during the cognitive training activities. To examine the effects of the system on cognitive ability performance, three study groups were designed, KUI(keyboard-mouse-based UI learning group), GUI(gesture-based UI learning group) and AUI(adaptive gesture-based UI learning group). Eighty eight voluntary participants equally assigned to these three groups. Memory performance of these groups were measured. Results showed that memory performance between the GUI and the KUI has no significant difference, and the AUI significantly outperformed the other groups. The finding showed that integrating gesture-based learning strategy and adaptive learning strategy on memory training performance is conducive to memory training performance.

論文審定書 i
論文提要 ii
致謝 iv
摘要 v
Abstract vi
目錄 viii
圖目錄 xi
表目錄 xiii
第一章 、緒論 1
第一節 、研究背景與動機 1
第二節 、研究目的 3
第三節 、研究問題 3
第二章 、文獻探討 5
第一節 、具身認知 5
第二節 、適性化學習 7
第三節 、遊戲式學習 9
第四節 、體感科技 10
第五節 、腦機介面(Brain Computer Interface, BCI) 12
第六節 、學習倦怠 13
第三章 、系統設計 15
第一節 、遊戲內容 15
第二節 、滑鼠操作學習組遊戲系統操作環境介面 28
第三節 、體感式學習組遊戲系統操作環境介面 31
第四節 、適性化體感式學習組遊戲系統操作環境介面 36
第四章 、研究方法 41
第一節 、研究架構 41
第二節 、研究假說 42
第三節 、研究工具 43
第四節 、實驗設計 44
第五節 、資料分析方式 46
第五章 、結果與討論 48
第一節 、人口統計資訊 48
第二節 、學習成效分析 48
第三節 、學習倦怠感分析 51
第四節 、綜合討論 53
第六章 、結論 55
第一節 、研究發現 55
第二節 、研究貢獻 56
第三節 、研究限制 57
第四節 、未來研究 58
參考文獻 59
附錄一、學習倦怠感問卷 64
附錄二、記憶矩陣前後測試卷 66
附錄三、箱子裡有什麼前後測試卷 68
附錄四、記憶矩陣前測題目 69
附錄五、記憶矩陣後測題目 71
附錄六、箱子裡有什麼前測題目 73
附錄七、箱子裡有什麼前測題目 74
附錄八、箱子裡有什麼測驗試題物品編號 75
附錄九、適性化體感式學習組學習者腦波耳機穿戴意見 76

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