近年來由於科技發展快速，科技應用於學習的應用亦日漸普及，其中自然人機介面技術的成熟，讓使用者可以透過一個更直覺、更自然的方式來進行操作。在學習應用中，學習者也得以利用體感操作方式進行口語語音、肢體活動為媒介之學習應用，藉此給予學習者使用更直覺、自然的方式與學習系統互動。在英文影片學習中，目前主要仍以鍵盤與滑鼠操作為主，雖然此類操作方式已被廣泛應用，對於多媒體學習而言，直覺性、操作性仍有可進一步改善的空間。因此，為了增進學習者對於英文影片學習之理解，本研究將自然人機介面與語言學習策略進行結合，進而提出「體感語音式操控學習策略」，期望在語言學習策略的結合輔助設計之下，不造成學習者於學習過程中過高認知負荷，並能促進學習者於觀看英文影片學習時之理解成效。本研究招募75位大學生與碩士生作為實驗對象，將其分成三組(鍵盤/滑鼠組、體感操作組、體感語音式操控學習策略組)比較自然人機介面與語言學習策略的有無對於學習者的影響。結果顯示，體感語音式學習策略組相對於其他兩組，可以有效顯著增進學習者之學習成效。而在認知負荷方面，體感操作組相較於鍵盤/滑鼠操作組，可以有效降低學習過程中之認知負荷；而體感語音式操控學習策略組方面，其認知負荷相較於體感操作組，亦維持在可接受程度，並無顯著地增加。

Due to the rapid development of learning/educational technology, the applications of technology-assisted language learning are becoming more popular than ever. Thanks to the progress of natural user interfaces (NUIs), learners can now use speech and gestures to intuitively interact with a learning system. In English learning, watching videos is one of the primary ways to improve English listening ability. Watching English videos using a keyboard and mouse as the navigation interface remains the traditional way. With the presence of motion-sensing technology, the potential of using gesture and speech for improving operational experience in a multimedia learning environment is worth exploring. In order to improve learners’ comprehension of English video content, this study therefore proposed a new approach by integrating language learning strategies into a gesture-speech navigated learning system. An experiment was conducted with 75 undergraduate and postgraduate students who were assigned into three conditions (keyboard/mouse-navigated, gesture-navigated and gesture-speech navigated). The purpose of this experiment was to examine the effect of natural user interfaces and language learning strategies (gesture-speech navigated condition) on English listening comprehension. The results showed that the gesture-speech navigated condition can significantly improve learners’ comprehension of English videos than in the keyboard/mouse-navigated and the gesture-navigated conditions. Learners’ cognitive load was also measured and showed that the gesture-navigated condition had lower cognitive load than the keyboard/mouse-navigated condition. There was no significant difference in cognitive load between the gesture-speech navigated condition and the gesture-navigated condition.

致謝 iii
摘要 iv
Abstract v
圖目錄 ix
表目錄 x
第一章 、緒論 1
第一節 、研究背景與動機 1
第二節 、研究目的與問題 4
第二章 、文獻探討 6
第一節 、自然人機介面 6
第二節 、語言學習策略 8
第三節 、認知負荷 10
第四節 、媒體豐富度 12
第三章 、系統設計 15
第一節 、體感語音式操控學習策略系統 15
第二節 、體感操作系統與鍵盤/滑鼠操作系統 20
第四章 、研究方法 22
第一節 、研究架構與變數之操作型定義 22
第二節 、研究假說 23
第三節 、實驗設計 24
第四節 、實驗工具 30
第五節 、資料分析方法 31
第六節 、前導實驗 32
第七節 、正式實驗 33
第五章 、結果與討論 35
第一節 、資料收集 35
第二節 、學習成效分析 35
第三節 、認知負荷分析 37
第四節 、綜合討論 43
第六章 、結論 45
第一節 、研究發現 45
第二節 、研究貢獻 46
第三節 、研究限制 47
第四節 、未來研究 47
參考文獻 48
附錄一、學習後測 52
附錄二、問卷 56
附錄三、觀察指標 58
附錄四、系統紀錄 59

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