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研究生:許修豪
研究生(外文):Hsiu-Hao Hsu
論文名稱:探討情境式體感策略對於旗語通訊學習成效之影響
論文名稱(外文):Effects of Situated Embodiment-based Strategy on the Performance of Learning Flag Semaphore Communication
指導教授:陳年興陳年興引用關係
指導教授(外文):Nian-Shing Chen
學位類別:碩士
校院名稱:國立中山大學
系所名稱:資訊管理學系研究所
學門:電算機學門
學類:電算機一般學類
論文種類:學術論文
論文出版年:2014
畢業學年度:102
語文別:中文
論文頁數:73
中文關鍵詞:體感式學習情境學習理論具身認知學習成效程序性知識
外文關鍵詞:Embodied cognitionSituated learning theoryEmbodiment-based learningProcedural knowledgeLearning performance
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根據情境學習理論可知,知識為情境脈絡化的產物,會受到被使用的情境、活動和文化所影響。學習活動若建立在一個得以讓所學知識扎根的情境下,學習者可以獲得更好的學習成效。因此本研究以情境學習理論與具身認知觀點作為基礎,提出情境式體感學習策略。將與學習內容相關的實作融入到教學活動中,並藉由體感科技及教育機器人之輔助建構一個整體的學習環境。在學習過程中提供一個可讓所學知識扎根的擬真學習情境,學習者可以透過全肢體的互動,模擬所學知識在真實使用情境下的應用,進一步提升學習者在真實情境中應用所學之成效。為了驗證本策略的效果,本研究設計了一個旗語學習活動,招募六十位自願的大學生及碩士生作為「情境式體感學習組」與「體感學習組」的對象。研究結果顯示情境式體感學習組在「旗式操演的學習成效」及「學習旗語過程中的專注度」皆顯著高於體感學習組。此外,情境式體感學習組在「學習旗語過程中產生的認知負荷」顯著低於體感學習組。因此可推斷本研究提出的情境式體感學習策略是一個有效的學習設計,其可輔助學習者建構程序性知識、提高學習過程中的專注度並降低認知負荷。
Situated learning theory states that knowledge is situated in and influenced by the context, the activity, and the culture. Thus, learning in contexts where the constructed knowledge can be grounded helps learners improve their learning performance. Based on the two theories of situated learning and embodied cognition, this study proposes a situated embodiment-based learning strategy to help learners learning flag semaphore communication. The exercises related to learning content are integrated into embodiment-based learning activities. With the support of embodiment-based technologies and educational robots, this strategy provides a realistic learning context via full-body movements so that learners’ knowledge acquisition can be easily grounded. That is, the learning strategy allows learners to build up interaction with the learning environment so as to enhance the outcome of knowledge to be used in real situations. To evaluate the effectiveness of the proposed strategy, this study designs a flag semaphore learning activity for an experiment including 60 voluntary participants equally assigned to the “situated embodiment-based learning group” or the “embodiment-based learning group.” Three variables, learning performance, concentration and cognitive load were assessed. The result showed that the situated embodiment-based learning group had significantly higher learning performance and concentration, and lower cognitive load than the embodiment-based learning group. The finding suggests that the situated embodiment-based learning strategy is an effective design that can improve the performance of constructing procedural knowledge, enhance the attention level, and lower the cognitive load in a learning process.
論文審定書 I
論文提要 II
致謝 III
摘要 IV
Abstract V
目錄 VI
圖目錄 VIII
表目錄 IX
第一章 、緒論 1
第一節 、研究背景與動機 2
第二節 、研究目的 4
第三節 、研究問題 5
第二章 、文獻探討 7
第一節 、情境學習理論 7
第二節 、體感式學習 10
第三節 、教育機器人 13
第三章 、系統設計 15
第一節 、情境式體感學習組之系統建構 15
第二節 、情境式體感學習組之學習內容與介面 16
第三節 、體感學習組之系統架構 24
第四節 、體感學習組之學習內容與介面 25
第四章 、研究方法 28
第一節 、研究變數之操作型定義 28
第二節 、研究假說 29
第三節 、學習流程 30
第四節 、實驗設計 31
第五節 、研究工具 35
第六節 、資料分析方式 41
第五章 、結果與討論 42
第一節 、人口統計資訊 42
第二節 、學習成效分析 43
第三節 、專注度分析 45
第四節 、認知負荷分析 46
第五節 、綜合討論 48
第六章 、結論 53
第一節 、研究發現 53
第二節 、研究貢獻 54
第三節 、研究限制 55
第四節 、未來研究 55
參考文獻 57
附錄一、認知負荷問卷 61
附錄二、中華民國國防部網站圖片合理使用授權 62
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