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研究生:林豊宸
研究生(外文):LIN, LI-CHEN
論文名稱:虛擬實境於口說訓練的應用-以大學生短講為例
論文名稱(外文):Development and Implementation of a VR-based Speech Training System: A Case Study on TED-like Talks of College Students
指導教授:劉國有劉國有引用關係
指導教授(外文):LIU, KUO-YU
口試委員:胡敏君鄭志文
口試委員(外文):HU, MIN-JUNZHENG, ZHI-WEN
口試日期:2020-06-17
學位類別:碩士
校院名稱:靜宜大學
系所名稱:資訊傳播工程學系
學門:傳播學門
學類:一般大眾傳播學類
論文種類:學術論文
論文出版年:2020
畢業學年度:108
語文別:中文
論文頁數:56
中文關鍵詞:虛擬實境公開演講焦慮症暴露性療法認知行為療法TED-like talks
外文關鍵詞:virtual realitypublic speaking anxiety disorderTED-like talksexposure therapycognitive behavior therapy
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公開演講焦慮症(Public Speaking Anxiety,PSA)是一種很常見的症狀,尤其常發生在大專院校的學生當中,不論是上台報告或是與同儕之間的分組溝通,都有不少人會因為害羞而感到害怕、焦慮等情形而放棄與他人互動交談的機會。本研究與靜宜大學 PU Talk 社團合作,它是一個使用 TED-like Talks 的短講訓練社團。學生都是自願性參與,目的是為了訓練自我上台說話的勇氣,以及能夠在 18 分鐘內有系統的完整敘述一個故事或理念。然而,目前的訓練方式(又稱試講)對講者來說並無法清楚掌握實際問題所在,歸究主要原因可能在於所面對的是演講指導員,在情境的模擬上或許未能營造出引發個人焦慮的力道。因此,本研究與社團的專業指導老師共同合作,其利用虛擬實境的特性進行模擬訓練,故開發了一款名為 VR-based Speech Training System(以下簡稱VRSTS)的演講訓練系統,系統中有一個仿真的演講舞台、虛擬投影幕及虛擬觀眾,其中虛擬觀眾會根據專業指導員的操控而有不同專注程度的表現。本研究實驗的參與對象為參與 PU Talk 培訓的 5 位學生,年齡為 20-24 歲。實驗主要觀察利用 VRSTS 的模擬與傳統訓練間的差異,基於虛擬實境所營造的沉浸環境,透過具互動性的觀眾來影響、重構受試者的認知,進而並從暴露性療法與認知行為療法的兩個面向進行研究分析。由於樣本數量限制,本研究所採用的量化和質性研究皆以個案方式進行探討。根據實驗結果,使用 VRSTS 後有一半以上的受試者感到困擾,甚至有些人的焦慮感不減反增。主要原因在於虛擬觀眾的動作會高度影響演講的過程,或是使講者忘記原先該說的內容,而受試者也不全然認同 VRSTS 能帶給他們應有的培訓效果,原因在於受試者認為 VR 是一個虛擬的場景,應該會讓他們更放鬆身心,但結果不然。最後,從本研究的量化與質性研究中,仍能證明 VRSTS 在演說訓練過程中對受試者所帶來的成效與回饋是具有其參考價值的。

Public Speaking Anxiety (PSA) is a very common symptom, especially in college students. Whether it is a report on the stage or group communication with peers, many people will because of shy and frightened, anxious then give up the opportunity to interact and talk with others. This study is in collaboration with PU Talk Community of Providence University, a short-talk training community using TED-like Talks. The students are all participating voluntarily, the purpose is to train the courage to speak on stage, and to be able to systematically and completely narrate a story or idea in 18 minutes. However, the current training methods (or trial lectures) are not clear for the speaker to grasp the actual problem. The main reason may be that the face is the speech instructor, which may not be able to create a power of personal anxiety of trigger in the simulation of the situation. Therefore, this study cooperated with the professional instructors of the community to use the characteristics of virtual reality for simulation training. Therefore, a speech training system called VR-based Speech Training System (VRSTS) was developed. There are a simulated speech stage, a virtual projection screen and the virtual audience. The virtual audience will have different levels of concentration according to the manipulation of professional instructors. The participants of this research experiment are 5 students in PU Talk training, aged from 20 to 24 years. The experiment mainly observes the difference between the simulation of VRSTS and traditional training, based on the immersive environment created by virtual reality. Through the interactive audience to influence and reconstruct the cognition of the subject, and then studied and analyzed from the exposure therapy and cognitive behavior therapy. Due to the limitation of the sample size, the quantitative and qualitative research used in this research are discussed in individual cases. According to the experimental results, more than half of the subjects were troubled after using VRSTS, and even some people's anxiety did not decrease but increased. The main reason is that the actions of the virtual audience will highly affect the speech process, or make the speaker forget what was supposed to be said, and the subjects did not fully agree that VRSTS can bring them the training effect they should have. The reason is that the subjects think VR is a virtual scene, which should make them more relaxed, but the result is not. Finally, from the quantitative and qualitative research of this study, it can still prove that the effectiveness and feedback that VRSTS brings to the subjects during the speech training process has its reference value.
中文摘要 i
英文摘要 ii
致 謝 iv
圖 目 錄 vii
表 目 錄 viii
第一章、 緒論 1
1.1 研究背景 1
1.2 研究動機 2
1.2.1 傳統試講 2
1.2.2 困難 3
1.3 研究目的與問題 3
1.4 研究範圍 4
1.5 研究流程 4
第二章、 文獻探討 5
2.1 虛擬實境的發展與應用 5
2.2 虛擬實境的暴露性療法與認知行為療法 7
2.3 公開演講的焦慮感 8
2.4 虛擬實境於公開演講的研究 9
第三章、 系統介紹 15
3.1 開發環境 15
3.2 系統架構 15
3.3 場景物件 16
3.3.1 虛擬觀眾 16
3.3.2 虛擬簡報 18
3.3.3 使用者介面 19
3.4 關卡設置 20
3.4.1 舞台設計 21
3.4.2 燈光設計與渲染優化 21
3.4.3 聲音設計 21
3.4 輸入與評分機制 22
第四章、 研究方法 24
4.1 研究架構 24
4.1.1 準備與開發階段 24
4.1.2 實驗階段 25
4.1.3 分析階段 25
4.2 量表 25
4.3 質性研究 27
4.4 實驗流程 27
4.4.1 實驗對象 27
4.4.2 流程 28
第五章、 研究結果 30
5.1 認知量表與情緒表 30
5.2 質性研究 32
5.3 個案說明 33
5.4 討論 35
5.5 研究結果 37
5.6 受試者的建議 38
第六章、 結論與未來建議 39
6.1 研究結論 39
6.2 未來系統規劃 40
6.3 VR 導入時機與檢驗方式 41
參考文獻 42
附件一、 質性研究逐字稿 48
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