在資訊科技日漸發展下，學習的形式越來越多元，傳統教室的上課不再單單只有書本與口頭講授，而是結合不同的多媒體教材和資訊科技，輔助學生的學習。本研究欲探討體感科技在英語學習上的適用性，並結合肢體反應教學法(TPR，Total Physical Response)，探討體感科技在教學上所能帶來的優勢。從過去TPR相關的研究中，發現TPR教學有助於在英語的聽力能力訓練上(Scott & Ytreberg, 1990)，而閱讀能力則鮮少研究指出TPR也能同樣帶來助益，表示傳統TPR教學法還不適用於提升閱讀能力，因此本研究期望透過體感科技結合TPR教學法，強化閱讀能力中對字彙的識字能力，除了增強學生聽力，也能進一步強化單字的記憶與辨識能力，除了探討學生整體的學習成效之外，也針對字彙的識別能力做分析比較。實驗設計採用兩個組別，分別為體感式TPR教學組以及傳統TPR教學組，利用兩個國小五年級的班級學生進行實驗。研究結果發現，在體感式TPR的學習環境下，學生英文字彙識字能力有顯著進步，而且對於英文字彙有較長的記憶。同時教學策略接受度的結果，顯示實驗組對於體感是學習有更高的接受度。認知負荷的結果兩組也沒明顯差異，說明體感科技在本研究中，不會造成學生更多的外在認知負荷。

Along with the trend of globalization, English learning has been an important educational issue in Asian countries. To enhance students’ English abilities, various instructional methods for English as Foreign Language (EFL) are used in school, among which the Total Physical Response (TPR) developed by James Asher (1966) is the mostly used and has been proven to improve various areas of English learning (Scott & Ytreberg, 1990) . This study focuses on English vocabulary learning, intended to test whether the TPR method could improve the recognition of vocabulary, which is considered essential to building up reading ability. The study proposes an approach integrating Kinect technology into Total Physical Response (TPR) approach. To test the effectiveness of the proposed approach, the study including two groups, the Kinect-based TPR group and the conventional TPR group, was conducted. The results showed that there was significant difference between the two groups on the delay retention test of the vocabulary recognition, and the control group has significant decreased between post-test and delay-test. This finding implies that the Kinect-based TPR could increase students’ vocabulary recognition in the Kinect-assisted setting. In addition, those in the Kinect-based TPR group showed positive acceptance towards the proposed learning approach, and didn’t cause higher extraneous cognitive load.

目錄
論文審定書 i
論文摘要 ii
致謝 iii
摘要 v
Abstract vi
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 5
第三節　研究問題 6
第二章、 文獻探討 7
第一節　資訊科技融入英語教學之研究 7
第二節　肢體反應教學法 10
第三節　體感科技近年發展 13
第四節　認知負荷 15
第三章、 系統設計 18
第一節 教材內容模組 18
第二節 系統模組 19
第四章、 研究方法 28
第一節 研究架構 28
第二節 實驗對象 29
第三節 研究工具 29
第五章、 研究結果與討論 38
第一節 學習成效分析 38
第二節 教學策略接受度分析 43
第三節 認知負荷分析 45
第四節 綜合討論 47
第六章、 結論與建議 52
第一節 研究發現 52
第二節 研究貢獻 54
第三節 研究限制 55
第四節 未來研究 57
致謝 57
參考文獻 58
附錄 64
附錄一、前測問卷 64
附錄二、後測及延宕後測學習成效問卷 65
附錄三、教學策略接受度量表 69
附錄四、認知負荷量表 71

 
圖目錄
圖3 1 第一階段教學示意圖 19
圖3 2 第二階段系統開始畫面介紹 20
圖3 3 第二階段操作畫面說明 21
圖3 4 第二階段學習結束畫面 21
圖3 5 第二階段學習流程 22
圖3 6 第三階段開始介紹 23
圖3 7 學生答對時系統之畫面 23
圖3 8 學生答錯時系統之畫面 24
圖3 9 第三階段操作結束 24
圖3 10 第三階段學習流程 25
圖3 11 對抗比賽開頭畫面 26
圖3 12 學生搶答成功情形 26
圖3 13 學生搶答失敗情形 27
圖3 14 第四階段學習流程 27
圖4 1 研究架構圖 29
圖4 2 本研究之TPR教學階段 31
圖4 3 控制組及實驗組教學配置示意圖 32
圖4 4 本研究之實驗流程 33
圖4 5 控制組上課情形 35
圖4 6 系統操作環境 36
圖4 7實驗組現場教學環境 36
圖4 8實驗組透過系統的學習情形 37


表目錄
表3 1 教材內容的目標單字 18
表4 1 實驗教學階段與內容 31
表5 1 實驗組及控制組兩班的英文先備知識、後測成績及延宕後測成績分析 39
表5 2 控制組與實驗組先備知識、後測與延宕後測常態分配檢定 39
表5 3 學習成效總成績Mann-Whitney檢定 39
表5 4 學習成效總成績Mann-Whitney檢定 40
表5 5 不同題型下兩組組間學習成效分析結果 41
表5 6 學習成效總成績之各組組內記憶保留分析結果 41
表5 7 學習成效之不同題型下各組組內記憶保留分析結果 42
表5 8 教學策略接受度效度分析 43
表5 9 教學策略接受度之信度分析 43
表5 10 態度、使用意圖及整體教學策略接受度之獨立樣本t檢定 44
表5 11 知覺困難度效度分析 45
表5 12 知覺困難度信度分析 45
表5 13 認知負荷之心智努力與知覺困難度獨立樣本t檢定 46
表5 14 實驗組與控制組學習成效之獨立樣本Mann-Whitney檢定分析一覽 47
表5 15 實驗組與控制組之成對樣本Wilcoxon符號等級檢定分析一覽 47
表5 16 問卷結果總覽 47

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