臺灣博碩士論文加值系統

英文諺語結合了生活中的經驗，有傳授經驗和教訓，以及勸戒的功能，為象徵性的語言一種形式，在語言學習與溝通上扮演著重要角色。然而由於英文諺語的實際意義並無法由字面意義來判讀理解，因此在學習上需要更多的輔助。擴增實境能以透過多媒體的方式提供學習者更豐富的學習資訊，並且將學習的教材融入學習者的生活環境。此外鷹架輔助則能夠將學習教材與任務拆解成較小的部分來幫助學習者理解學習內容，並在學習過程中給予學習者支持。本研究提出利用擴增實境之技術結合鷹架輔助策略的英文諺語學習系統，以國立中山大學校園為學習情境來探討擴增實境結合鷹架輔助策略對學習者英文諺語之學習成效及其對學習過程中的學習效率之影響。本研究共招募80名學習者，隨機指派至「擴增實境式學習組」、「擴增實境結合鷹架輔助式學習組」。實驗結果發現，擴增實境結合鷹架輔助組別在後測的學習成效以及學習過程中的學習效率皆顯著高於擴增實境組。研究結果顯示擴增實境結合鷹架輔助不僅能有效提高學習者對英文諺語的學習成效，也能有效的提升學習者於學習過程中的學習效率。

For learners of English as a second language, English idiom plays an important role in the process of language learning and communication as it combines the experience of life. However, the exact meaning of the English idiom cannot be interpreted by its literal meaning as it might differ greatly, so learners would need more assistance in understanding its meaning and learning the situation to use the idiom. The recent research had shown that augmented reality could engage learners in learning by providing learners with richer learning content, i.e., portraying the learning materials into the learner''s living environment through augmented objects. In addition, the scaffolding strategy break down the learning materials and tasks into smaller parts to assist learners in learning and understanding the learning content and support learners during the learning process. In this study, an English idioms learning system was designed using augmented reality technology, facilitated by the situated learning and scaffolding strategy, to explore the role of the system in improving learners’ learning performance in English idioms and their learning efficiency during the learning process. A total of 80 learners were recruited in this study and were randomly assigned to the “Augmented Reality Group” and “Augmented Reality combine Scaffolding Group.” The results showed that the learning efficiency and learning performance of the “Augmented Reality combine Scaffolding Group” were significantly better than “Augmented Reality Group.” The results showed that the combination of augmented reality and scaffolding not only can improve the learning performance of learners'' English idioms, but also assist and improve the learning efficiency of learners during 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 1
第二節 、研究目的 4
第三節 、研究問題 5
第二章 文獻探討 6
第一節 、英文諺語 6
第二節 、情境式學習 7
第三節 、鷹架輔助 9
第四節 、擴增實境技術 11
第三章 系統設計 13
第一節 、學習教材與系統機制 13
第二節 、系統介紹 20
第四章 研究方法 27
第一節 、研究架構 27
第二節 、研究對象 28
第三節 、研究工具 29
第四節 、實驗設計 30
第五節 、資料分析 35
第五章 研究結果與討論 36
第一節 、人口統計資訊 36
第二節 、學習成效分析 36
第三節 、學習過程分析 38
第四節 、系統使用性量表分析 40
第五節 、綜合討論 41
第六章 結論與建議 44
第一節 、研究發現 44
第二節 、研究貢獻 45
第三節 、研究限制 46
第四節 、未來研究 47
參考文獻 48
附錄 54
附錄一、教材內容對話 54
附錄二、前測試題 64
附錄三、後測試題 66
附錄四、系統使用性量表 68

徐新逸（1998）。情境學習對教學革新之回應。研習資訊，15（1），16-24。
Abas, H., & Zaman, H. (2011). Scaffolding models for remedial students in using augmented reality storybook. In Proceedings of the 2011 International Conference on Electrical Engineering and Informatics (pp. 1–5).
Abel, B. (2003). English idioms in the first language and second language lexicon: A dual representation approach. Second language research, 19(4), 329-358.
Adams, N. B. (2007). Toward a model for knowledge development in virtual environments: Strategies for student ownership. International Journal for Social Sciences, 2(2), 71-77.
Azuma, R. T. (1997). A survey of augmented reality. Presence, 6(4), 355–385.
Bangor, A., Kortum, P., & Miller, J. (2009). Determining what individual SUS scores mean: Adding an adjective rating scale. Journal of usability studies, 4(3), 114-123.
Billinghurst, M., & Kato, H. (2002). Collaborative augmented reality. Proceedings of Communications of the ACM, 45(7), 64–70.
Berryman, D. R. (2012). Augmented reality: A Review. Medical Reference Services Quarterly, 31(2), 212–218.
Boumova, B. (2008). Traditional vs. Modern Teaching Methods: Advantages and Disadvantages of Each. Masaryk University (Unpublished Master Thesis). Masaryk University, Brno, Czech Republic.
Brown, J., Collins, A., & Duguid, P. (1989). Situated Cognition and the Culture of Learning. Educational Researcher, 18(1), 32-42.
Bull, S., & Wasson, B. (2016). Competence visualisation: Making sense of data from 21st-century technologies in language learning. ReCALL, 28(2), 147–165.
Cai, S., Wang, X., & Chiang, F.-K. (2014). A case study of augmented reality simulation system application in a chemistry course. Computers in Human Behavior, 37, 31–40.
Chang, K. E., Chang, C. T., Hou, H. T., Sung, Y. T., Chao, H. L., & Lee, C. M. (2014). Development and behavioral pattern analysis of a mobile guide system with augmented reality for painting appreciation instruction in an art museum. Computers & Education, 71, 185–197.
Chao ,K. H., Chang, K. E., Lan, C. H., Kinshuk., & Sung Yao-Ting. (2016). Integration of Mobile AR Technology in Performance Assessment. Educational Technology & Society, 19(4), 246–258.
Chen, C. M., & Li, Y. L. (2010). Personalised context-aware ubiquitous learning system for supporting effective English vocabulary learning. Interactive Learning Environments, 18(4), 341-364.
Chen, D. B. (2004). Applying scaffolding to teaching adults: Using the guidance class in statistics of the National Open University as a case study (Unpublished Doctoral Dissertation). National Taiwan Normal University, Taiwan.
Choi, J. I., & Hannafin, M. J. (1995). Situated cognition and learning environments: Roles, structures, and implications for design. Educational technology research and development, 43(2), 53-69.
Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences. Hillsdale, NJ: Lawrence Erlbaum Associates.
Chuang, Y., Chou, W., & Hung, Y. (2011). An Application of Digital Media on the Interactive Exhibition Design from the Situated Learning Perspective. Journal of Science and Technology, 20(2), 163-179.
Davis, E. A., & Miyake, N. (2004). Explorations of scaffolding in complex classroom systems. The Journal of the Learning Science, 13(3), 265-272.
Davis, J. (2015). Why are idioms important for English language learners? Retrieved from https://www.quora.com/Why-are-idioms-important-for-English-language-learners
de Caro, R., & Edith, E. (2009). The advantages and importance of learning and using idioms in English. Cuadernos de Lingüística Hispánica, (14), 121-136.
Dews, S., Winner, E., Kaplan, J., Rosenblatt, E., Hunt, M., Lim, K., et al. (1996). Children’s understanding of the meaning and functions of verbal irony. Child Development, 67, 3071–3085.
Dyson, A. H. (1990). Weaving possibilities: Rethinking metaphors for early literacy development. The Reading Teacher, 44(3), 202-213.
Fisch, S. M. (2005). Making educational computer games "educational". In Proceedings of the 2005 conference on Interaction design and children (pp. 56–61). New York: NY: ACM Press.
Fotovatnia, Z., & Goudarzi, M. (2014). Idiom Comprehension in English as a Foreign Language:Analysability in Focus. Procedia - Social and Behavioral Sciences, 98, 499 – 503.
Fotovatnia, Z., & Goudarzi, M. (2014). Idiom comprehension in terms of analyzability across languages. International Journal of Psychology and Behavioral Research, 3(1), 29-38.
Fox, S. (2012). Getting real about innovations formulating innovation descriptions that can reduce ontological uncertainty. International Journal of Managing Projects in Business, 5(1), 86e104.
Gibbs, R. W. (1994). The poetics of mind: Figurative thought, language, and understanding. New York: Cambridge University Press.
Gillet, A., Sanner, M., Stoffler, D., Goodsell, D., & Olson, A. (2004). Augmented reality with tangible auto-fabricated models for molecular biology applications. In Proccedings of the 15th IEEE visualization conference (pp. 235–241).
Godwin-Jones, R. (2016). Augmented reality and language learning: From annotated vocabulary to place-based mobile games. Language Learning & Technology, 20(3), 9–19.
Hsieh,W. (2012). Education Metaphors in Mandarin Chinese and in English: An Examination on Idioms and Proverbs. Graduate Institute of Linguistics, NTU.
Hsu, Y., & Liao, K. (2002). The Development and Evaluation of a Web-Based Lesson with Situated Learning. Chinese Journal of Science Education, 10(2), 157-178.
Ibanez, M. B., Di Serio, A., Villaran, D., & Delgado Kloos, C. (2014). Experimenting with electromagnetism using augmented reality: Impact on flow student experience and educational effectiveness. Computers & Education, 71, 1-13.
Jackson, S. L., Krajcik, J., & Soloway, E. (1998). The design of guided learner-adaptable scaffolding in interactive learning environments. In ACM CHI ''98 (pp. 187-194).
John, M. (1995). Multimedia-why and why not. In The Computing Teacher (pp. 16-18).
Lai, M. (2006). Peer Scaffolding of Knowledge Building Through Collaborative Groups with Differential Learning Experiences. Journal of Educational Computing Research, 35(2), 123-144.
Lakoff, G. (1987). Women, fire, and dangerous things. Chicago: Chicago University Press.
Lakoff, G., & Johnson, M. (1980). Metaphors we live by Chicago. Chicago: The University of Chicago Press.
Lave, J. (1987). Cognition in practice. New York, NY: Cambridge University Press.
Lin, T. J., Duh, H. B. L., Li, N., Wang, H. Y., & Tsai, C. C. (2013). An Investigation of learners’ collaborative knowledge construction performances and behavior patterns in an augmented reality simulation system. Computers & Education, 68, 314-321.
Liu, D. (2003). The most frequently used spoken American English idioms: A corpus analysis and its implications. TESOL Quarterly, 37, 671–700.
Liu, G. Z. (2005). The trend and challenge for teaching EFL at Taiwanese universities. RELC Journal, 36(2), 211-221.
Liu, S. (2003). Multimedia teaching and the combination of traditional teaching in Undergraduate Teaching. Journal of Liaoning Educational Administration Institute, 20(9).
Martín-Gutiérrez, J., & Fabiani, P. (2015). Augmented reality to promote collaborative and autonomous learning in higher education. Computers in Human Behavior, 51, 752-761.
Mathews, J. M. (2010). Using a studio-based pedagogy to engage students in the design of mobile-based media. English Teaching: Practice and Critique, 9(1), 87-102.
Meskill, C. (2005). Triadic scaffolds: Tools for teaching English language learners with computers. Language Learning & Technology, 9(1), 46-59.
Milgram, P., & Kishino, F. (1994). A taxonomy of mixed reality visual displays. IEICE Transactions on Information Systems, E77-D(12), 1e15.
Nippold, M. A., & Martin, S. T. (1989). Idiom interpretation in isolation versus context: A developmental study with adolescents. Journal of Speech, Language and Hearing Research, 32, 59–66.
Portalés, C., Lerma, J. L., & Navarro, S. (2010). Augmented reality and photogrammetry: A Synergy to visualize physical and virtual city environments. ISPRS Journal of Photogrammetry and Remote Sensing, 65, 134–142.
Priestnall, G. & Cowton, J. (2009). Putting landscape drawings in their place: Virtual tours in an exhibition context. In 2009 5th IEEE International Conference on E-Science Workshops (pp. 148-151).
Quarles, J., Lampotang, S., Fischler, I., & Fishwich, P. (2009). Scaffolded learning with mixed reality. Computers and Graphics, 33(1), 34-46
Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York, NY: Oxford University Press.
Saleeb, N., & Dafoulas, G. A. (2011). Effects of virtual world environments in student satisfaction: An examination of the role of architecture in 3D education. International Journal of Knowledge Society Research, 2(1), 29–48.
Salen, K., & Zimmerman, E. (2004). Rules of play: Game design fundamentals. Cambridge, MA: MIT Press.
Saye, J., & Brush, T. (2001). The use of embedded scaffolds with hypermedia-supported student-centered learning. Journal of Educational Multimedia and Hypermedia, 10(4), 333-356.
Schiller, S. Z., Mennecke, B. E., Nah, F. F.-H., & Luse, A. (2014). Institutional boundaries and trust of virtual teams in collaborative design: An experimental study in a virtual world environment. Computers in Human Behavior, 35, 565–577.
Scribner, S. (1984). Literacy in Three Metaphors. American Journal of Education, 93(1).
Shelton, B., & Hedley, N. (2003). Exploring a cognitive basis for learning spatial relationships with augmented reality. Tech., Inst., Cognition and Learning, 1,323-357.
Sherin, B., Reiser, B, J., & Edelson, D. (2004). Scaffolding Analysis:Extending the Scaffolding Metaphor to Learning Artifacts. The Journal of the Learning Sciences, 13(3), 387-421.
Singh, G. (2015). CI-Spy: Designing A Mobile Augmented Reality System for Scaffolding Historical Inquiry Learning. In 2015 IEEE International Symposium on Mixed and Augmented Reality - Media, Art, Social Science, Humanities and Design (pp. 9-14).
Stein, D. (1998). Situated learning in adult education. Retrieved from http://www.ericdigests.org/1998-3/adult-education.html.
Suchman, L. (1987). Plans and Situated Actions: The problem of human-machine communication. New York, NY: Cambridge University Press.
Sun, C. T., Wang, D. Y., & Chan, H. L. (2011). How digital scaffolds in games direct problem-solving behaviors. Computers & Education, 57(3), 2118–2125.
Sweetser, E. (1990). From etymology to pragmatics: The mind-as-body metaphor in semantic structure and semantic change. Cambridge, England: Cambridge University Press.
Tsai, C., & Huang, J. (2014). A Mobile Augmented Reality Based Scaffolding Platform for Outdoor Fieldtrip Learning. In 2014 IIAI 3rd International Conference on Advanced Applied Informatics (pp. 307-312).
Verenikina, I. (2008). Scaffolding and learning: its role in nurturing new learners. In P. Kell, W. Vialle, D. Konza, & G. Vogl (Eds.), Learning and the learner: exploring learning for new times (pp. 161-180). Australia: University of Wollongong.
Wiehardt, G. (2017). Types of Figurative Language. Retrieved from https://www.thebalance.com/types-of-figurative-language-1277071
Williams, L., Bannister, C., Arribas-Ayllon, M., Preece, A.,& Irena Spasic. (2015). The role of idioms in sentiment analysis. Expert Systems with Applications, 42, 7375–7385.
Wood, D., Bruner, J., Ross, G. (1976). The role of tutoring in problem solving. Child Psychol. Psychiat, 17, 89-100.
Xie, S. X., & Wang, T. (2014). Construction of unsupervised sentiment classifier on idioms resources. Journal of Central South University, 21(4), 1376-1384.
Yates, G. C., & Yates, S. M. (1990). Teacher effec- tiveness research: Towards describing user- friendly classroom instruction. Educational Psychology, 10(3), 225-238.
Yoon, S., Anderson, E., Lin, J., & Elinich, K. (2017). How Augmented Reality Enables Conceptual Understanding of Challenging Science Content. Educational Technology & Society, 20(1), 156–168.
Zhu, Q., & Liu, X. (2005). The Application of Proverbs to the Themed-based Model. Journal of Shanxi Radio & TV University, 10(4), 62-63.