臺灣博碩士論文加值系統

虛擬人物的快速發展已經讓人機互動方式，以及人們對於電腦的看法產生重大影響。扮演激勵者角色的虛擬人物及同理關懷元素的加入確實可以增進學生在學習系統中的使用動機及意願，但是在目前的研究中並沒有考慮到激勵者的性別是否會影響學習系統的使用，同理心互動模式的機制也不完整。
因此，本論文設計了以激勵者角色存於學習系統中的虛擬人物，並透過情緒反應、配合情意的肢體動作以及語言溝通，結合不同虛擬人物性別以及同理關懷機制來與學習者互動和改善學習者的學習中的負面情緒，增進使用學習系統動機和意願，藉由我們的同理心互動模組，關懷者可以從資料庫中獲得同理關懷的相關資訊，讓非專業的關懷人員也能順利的傳遞關懷給學習者。
本系統實驗一以及實驗二對象為30名學生(24男6女)，所有學生皆為大學畢業年齡23至26歲的學生。學生分別做了三種實驗(虛擬人物加入情緒肢體動作、性別差異以及同理互動機制的差異)。初步的結果顯示，虛擬人物的配合情意肢體動作確實可以增加對關懷訊息的傳遞，學生對於女性虛擬人物較能感受關懷以及增加動機，最後由我們採用我們的同理互動機制的虛擬人物，可讓學習者感受到更多關懷，促進了學習者繼續測驗的意願。

The rapid development of virtual characters has enormous influence on human-computer interaction and the perception of people. The empathic pedagogical agents in the character of a motivator has been proved that they can make the students more engaged in the learning system. However, there are few studies on whether a motivator’s gender will influence the perception of students in the learning system, besides there are few studies on designing pedagogical agents which have different empathic strategies to interact with learners.
In order to address these problems, we design two interactive caring agent in the character of a motivator called Maggie and Kim who uses some verbal and nonverbal behaviors and two kinds of empathic strategies to interact with students.
We invited 30 students to participate in our experiments. Each subjects will do three kinds of experiments(whether the agent with nonverbal behavior 、different agent’s gender and different empathic caring strategies will influence students using learning system?). The initial result show that the agent with nonverbal caring behavior has a positive influence on student’s perception . In the gender aspect, the initial result show that the students who uses Maggie as motivator has more engaged in learning and feel more cared. Finally, the agents who uses our empathic strategies can let them felt more cared and improve their trustworthy of our learning system.

中文摘要 .......................................................... i
英文摘要 ... ii
誌謝 ....... iii
目錄 ....... iv
圖片目錄 ... vi
表格目錄 ... vi
第1章 緒論 1
1-1 、研究背景 1
1-2、研究動機 4
1-3、研究目標 5
1-4、問題與對策 6
1-5、論文架構 7
第2章 相關研究與理論 8
2-1、虛擬人物相關研究 8
2-1-1、虛擬代理人的定義與特性 8
2-2、虛擬人物運用在學習方面之研究 10
2-2-1、虛擬人物在學習系統中所扮演的角色 10
2-2-2、學習代理人的好處 11
2-2-3、學習型虛擬代理人的相關研究 12
2-3、情意代理人的相關研究 13
2-3-1、關懷代理人的相關研究 13
2-3-2、同理心代理人的相關研究 14
2-4、關懷理論 16
2-4-1、定義關懷 16
2-4-2、同理心 16
2-5、情緒溝通理論 18
第3章 虛擬人物與同理互動設計 19
3-1、虛擬人物語言與非語言設計 19
3-1-1、虛擬人物非語言設計 19
3-1-2、虛擬人物語言溝通設計 24
3-2、同理心互動模組設計 26
3-3、系統互動流程 33
第4章 學習網站虛擬代言人實作 37
4-1、學習互動環境 37
4-2、虛擬代言人環境與平台 38
4-3、學習系統與虛擬人物模組架構 39
4-4、學習系統介面與功能介紹 41
4-5、學習系統實做介紹 45
第5章 實驗分析與討論 49
5-1、實驗背景 49
5-2、實驗目的 49
5-3、實驗一：調查虛擬人物搭配情緒肢體動作的關懷行為對學生使用學習系統的影響 49
5-4、實驗二：調查不同的虛擬人物性別對學生使用學習系統的影響 53
5-5、實驗三：調查同理心互動機制的加入對學生使用學習系統的影響 57
第6章 結論 62
參考文獻 64
附錄一 虛擬人物肢體動作列表 70
附錄二 同理心互動機制表格 70
附錄三 虛擬人物社交對話表 77
附錄四 各實驗數據的T-Test結果 .77

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