臺灣博碩士論文加值系統

本研究最主要貢獻為針對LeapMotion結合傳統技藝(皮影戲)開發一套體驗式手勢辨識學習系統，並設計情境式數位課程供學童學習體驗，探討學生在使用傳統文化手勢辨識系統之動機，進而觀察本系統之教學策略對自我效能、學習動機和滿意度之影響。實驗對象依據教育部頒布九年一貫課程綱要，藝術與人文領域相關概念中表演藝術技能之範疇，以澎湖縣馬公市區三所國小(分別為中正國小四班、馬公國小兩班和文光國小兩班)共八班高年級314學生為研究對象，將其分為兩組，實驗組以傳統文化體驗式手勢辨識系統作學習，控制組則以傳統數位影像進行學習。主要採準實驗研究法、觀察法和輔以半結構式問卷訪談，藉由此方式觀察者擔任活動過程輔導與問題解決角色，並進行拍攝、錄影觀察與訪談工作，以了解學童學習情形。本研究主要結果與發現：
一、 傳統文化手勢辨識學習系統之不同體驗式教學策略實驗組在自我效能、動
機、滿意度與成效皆優於控制組。
二、 不同教學策略體驗式學習對學習動機、學習滿意度和學習成效皆有正面影
響，當學習者對手勢辨識學習系統熟悉並了解時，能夠快速達到目標並協
助同儕，進而提高興趣與對系統的使用與期望，使其個體使用系統的動機
有所提升，並有效的提高自我效能。
三、 經由專業技師、多媒體業師與訪談的孩童建議整理，在軟體建構上可以增
加遊戲難易度和遊戲中反應的時間、和感應區域的控制範圍，並記錄操作
表現，未來可以多人進行展演或遊戲操作增加同儕學習機會。
四、 本研究設計Leap Motion結合傳統皮影戲、藉由體驗式互動設計、遊戲經
驗模式建教學內容流程。實務貢獻上Leap Motion與Unity 3D做結合，並
藉由遊戲引擎與C#程式語言作搭配，設計傳統文化手勢辨識學習系統。
五、 實際將傳統戲偶數位化與創新設計，可將其知識資源保存，且不受地區與
時間限制，實現數位科技與傳統表演藝術融合之願景。
六、 本研究將研究結果歸納並整理出相關建議，以提供未來相關傳統皮影戲輔
助教學教材設計或相關互動研究之依據與參考。

The main contribution of this study is to develop an experiential gesture recognition learning system LeapMotion combined with traditional skills (shadow play); a digital curriculum is designed for children’s learning experience. Explore the motivation of students in the use of traditional cultural gesture identification system. Furthermore, to observe the teaching strategy effect of the system on self-efficacy, learning motivation and satisfaction. We collected 314 students in 5-6 graders from 8 classes. They are from three elementary schools at Mogong city in Penghu-Zhongzheng elementary school, Magong elementary school, and Wenguang elementary school, and based on grade 1-9 curriculum guidelines promulgated by the Ministry of Education in the field of art and humanities about the related performance art skill concepts. We divided the research subject into two groups – the experimental group and the control group. The first group was learning with TCEGRS (traditional cultural experience gesture recognition system), and the second group learns with traditional digital images. There are three major research methods, which are the quasi-experimental research, observation, and inter-structured questionnaire interview. The observer acts as a character of process counseling and problem solving. Photos and videos was taken during the whole research processing, in order to learn the schoolchildren’s situation. Following are the main findings of this study:
1. The self-efficacy, motivation, satisfaction and effectiveness of the
experimental group is better than the control group when it comes to the
Different Experiential Teaching Strategies of traditional culture gesture
identification learning system.
2. Different experiential learning teaching strategies have positive
influence on learning motivation, learning satisfaction and learning
outcomes. When the students are familiar with and understand the gesture
recognition learning system, they can achieve their goals quickly and help
their classmates. Through these processes, students can increase their
interests on the system and raise their motivation to use it, and
effectively improved their self-efficacy.
3. The Game difficulty, the game reaction time, the control range sensing
area, and the performance recording can be added to the system. These
suggestions are coming from professional technicians, multimedia teachers,
and the interviewed children. We will update the system to multi-learner
mode to increase peer-learning opportunities in the near future.
4. This study was designed to combine Leap Motion with traditional Shadow
puppets. The teaching process was constructed with experiential learning
theory and digital learning. The TCGRLS (traditional culture gesture
recognition learning system) is designed by the game engine and C #
program language and combined with Leap Motion and Unity 3D.
5. Through the digitizing and innovation designing for traditional Shadow
puppets, the traditional performing arts can be properly preserved and
carried out without the constraints of regional and time.
6. This study summarizes the research results and the relevant suggestions to
provide the basis and reference for the future related traditional shadow
puppet teaching materials design or related interactive research.

摘要……………………………………………………………………………………………………………………………………………………………………………………………i
Abstract………………………………………………………………………………………………………………………………………………………………………………ii
誌謝…………………………………………………………………………………………………………………………………………………………………………………………iv
目錄……………………………………………………………………………………………………………………………………………………………………………………………v
附表目錄……………………………………………………………………………………………………………………………………………………………………………viii
附圖目錄…………………………………………………………………………………………………………………………………………………………………………………ix
第一章 緒論………………………………………………………………………………………………………………………………………………………………………1
1.1 研究背景與動機……………………………………………………………………………………………………………………………………………1
1.2 研究目的……………………………………………………………………………………………………………………………………………………………3
1.3 研究問題……………………………………………………………………………………………………………………………………………………………3
1.4 研究步驟與方法……………………………………………………………………………………………………………………………………………4
1.5 研究範圍限制…………………………………………………………………………………………………………………………………………………4
1.6 名詞解釋……………………………………………………………………………………………………………………………………………………………4
第二章 文獻探討………………………………………………………………………………………………………………………………………………………………7
2.1 傳統皮影戲之探討………………………………………………………………………………………………………………………………7
2.1.1影偶動作技藝與操作方式分析………………………………………………………………………………………………………8
2.1.2影偶動作技藝與相關數位應用……………………………………………………………………………………………………13
2.1.3 小結………………………………………………………………………………………………………………………………………………………15
2.2 手勢辨識技術與Leap Motion裝置設計發展…………………………………………………………………………………………15
2.2.1 手勢辨識定義……………………………………………………………………………………………………………………………………15
2.2.2手勢辨識相關技術分類與分析……………………………………………………………………………………………………16
2.2.3手勢辨識與數位學習應用與研究………………………………………………………………………………………………18
2.2.4 Leap Motion 傳感器的結構與原理………………………………………………………………………………………………………18
2.2.5 Leap Motion數位相關應用與操作研究………………………………………………………………………………20
2.2.6 小結………………………………………………………………………………………………………………………………………………………21
2.3 體驗式學習理論與體驗行銷………………………………………………………………………………………………………………………………21
2.3.1 體驗式學習之定義…………………………………………………………………………………………………………………………21
2.3.2 經驗遊戲模式……………………………………………………………………………………………………………………………………24
2.3.3經驗遊戲模式與用戶體驗設計……………………………………………………………………………………………………25
2.3.4體驗式學習的種類與研究…………………………………………………………………………………………………………………………………26
2.3.5 體驗行銷的意涵及其相關研究…………………………………………………………………………………………………27
2.3.6 小結………………………………………………………………………………………………………………………………………………………28
2.4 自我效能………………………………………………………………………………………………………………………………………………………………………28
2.4.1自我效能定義與相關研究…………………………………………………………………………………………………………………………………28
2.4.2 體驗式學習與自我效能的影響……………………………………………………………………………………………………………………30
2.4.3 小結…………………………………………………………………………………………………………………………………………………………………………30
2.5 學習動機、滿意度與學習成效之相關研究…………………………………………………………………………………………………31
2.5.1 學習動機…………………………………………………………………………………………………………………………………………………………………31
2.5.2 學習滿意度……………………………………………………………………………………………………………………………………………………………32
2.5.3 學習成效…………………………………………………………………………………………………………………………………………………………………32
2.5.4 小結…………………………………………………………………………………………………………………………………………………………………………32
第三章 研究方法……………………………………………………………………………………………………………………………………………………………33
3.1 研究架構………………………………………………………………………………………………………………………………………………………………………33
3.2研究假設…………………………………………………………………………………………………………………………………………………………………………34
3.3 研究對象………………………………………………………………………………………………………………………………………………………………………36
3.4 實驗流程………………………………………………………………………………………………………………………………………………………………………37
3.5研究工具…………………………………………………………………………………………………………………………………………………………………………38
3.6資料處理與分析…………………………………………………………………………………………………………………………………………………………46
3.7結構方程模型(Structural equation modeling, SEM)評估………………………………………………………47
3.8質性資料整理分析……………………………………………………………………………………………………………………………………………………47
第四章 Leap Motion皮影戲動作技藝手勢辨識系統設計…………………………………………………………………………48
4.1 影偶角色設計……………………………………………………………………………………………………………………………………………………………48
4.2影偶基本動作技藝分析與系統畫面設計…………………………………………………………………………………………………………50
4.3手勢操作設計………………………………………………………………………………………………………………………………………………………………54
4.4互動技術開發操作流程與設計架構……………………………………………………………………………………………………………………57
第五章 研究結果與討論……………………………………………………………………………………………………………………………………………60
5.1.預測試分析…………………………………………………………………………………………………………………………………………………………………60
5.2.分析研究對象與研究流程……………………………………………………………………………………………………………………………………60
5.3.測量模型的評估………………………………………………………………………………………………………………………………………………………61
5.3.1 測量模式分析………………………………………………………………………………………………………………………………………………………61
5.3.2.結構模式分析………………………………………………………………………………………………………………………………………………………63
5.4 徑路關係分析與比較………………………………………………………………………………………………………………………………………………64
5.5 質性資料整理分析…………………………………………………………………………………………………………………………………………………67
第六章 研究探討與建議………………………………………………………………………………………………………………………………………………69
6.1 研究結論和結果………………………………………………………………………………………………………………………………………………………69
6.1.1皮影戲體驗式手勢辨識互動遊戲學習系統之設計優缺點與評價……………………………………………………69
6.1.2不同教學策略體驗式學習對自我效能、學習動機、學習滿意度和
學習成效之影響…………………………………………………………………………………………………………………………………………………………………69
6.1.3自我效能對學習動機、學習滿意度和學習成效之影響…………………………………………………70
6.1.4 學習動機、學習滿意度和學習成效之影響……………………………………………………………………………………………70
6.2 研究貢獻………………………………………………………………………………………………………………………………………………………………………71
6.2.1學術貢獻……………………………………………………………………………………………………………………………………………………………………71
6.2.2實務貢獻……………………………………………………………………………………………………………………………………………………………………71
6.3後續研究建議………………………………………………………………………………………………………………………………………………………………71
6.3.1不同互動操作媒介是否影響學習成效…………………………………………………………………………………………………………71
6.3.2探究合作展演之學習效益…………………………………………………………………………………………………………………………………71
參考文獻…………………………………………………………………………………………………………………………………………………………………………………72
英文文獻…………………………………………………………………………………………………………………………………………………………………………………72
中文文獻…………………………………………………………………………………………………………………………………………………………………………………80
線上文獻…………………………………………………………………………………………………………………………………………………………………………………83

附錄…………………………………………………………………………………………………………………………………………………………………………………………84
附錄1 學習自我效能量表………………………………………………………………………………………………………………………………………………85
附錄2 體感體驗量表………………………………………………………………………………………………………………………………………………………86
附錄3 MSLQ 操作定義測量量表…………………………………………………………………………………………………………………………………87
附錄4 學習滿意度量表……………………………………………………………………………………………………………………………………………………88
附錄5 學習成效量表………………………………………………………………………………………………………………………………………………………89
附錄6 皮影戲劇團技師訪談問卷………………………………………………………………………………………………………………………………90
附錄7 專家訪談問卷………………………………………………………………………………………………………………………………………………………91
附錄8 訪談照片…………………………………………………………………………………………………………………………………………………………………92

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