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博碩士論文 etd-0812114-111948 詳細資訊
Title page for etd-0812114-111948
論文名稱
Title
體感式電子電路學習對於合作感知與社會沉浸之影響
Effects of Embodiment-Based Electronic Circuits Learning on Perceived Cooperative Perception and Social Flow
系所名稱
Department
畢業學年期
Year, semester
語文別
Language
學位類別
Degree
頁數
Number of pages
74
研究生
Author
指導教授
Advisor
召集委員
Convenor
口試委員
Advisory Committee
口試日期
Date of Exam
2014-07-29
繳交日期
Date of Submission
2014-09-12
關鍵字
Keywords
社會沉浸、合作程度感知、學習成效、合作學習、體感式學習
Embodiment-based learning, Social flow, Cooperative learning performance, Cooperative learning, Cooperative perception
統計
Statistics
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中文摘要
同儕互動在學習的過程中扮演著重要的角色,良好的同儕互動過程可以使學習者願意互相分享自己的想法並吸收同儕的知識,達到更好的學習效果。目前大部分的數位學習教材大多以鍵盤滑鼠操作或使用螢幕觸控的方式與系統互動,使得學習者與同儕之間的互動都侷限在滑鼠點擊或是螢幕觸控的操作上。因此,本研究提出體感式學習環境的概念,提供學習者在使用數位學習教材進行學習時,透過學習內容與肢體動作的融入,讓學習者在互動過程中有更多的互動機會,促進學習者在合作學習時的成效。本研究設計了一個電子電路學習活動,招募了120位自願的大學生及碩士生作為「體感式學習組」、「觸控式學習組」以及「傳統學習組」的對象。研究結果顯示,三組學習者之「學習成效」無顯著差異,然而體感式學習組之「合作程度感知」、「情緒性衝突感知」以及「內在興趣」皆顯著優於傳統學習組,顯示在體感式學習環境中能有效增加學習者肢體互動機會並促進他們的同儕互動,達到良好的合作感知並提高學習者對學習內容的興趣。
Abstract
Peer interaction plays an important role during the learning process. Better peer interaction makes learners willing to share their thoughts to their peers and absorb knowledge from peers. At present, most of the digital learning materials are designed to use a mouse/keyboard or touch screen. However, it limits learners’ interaction with peers in the operation of mouse/keyboard or touch screen. To cope with this problem, this study proposes an embodiment-based learning environment to provide more body interactions. Through the increasing involvement of the body interaction, it gives learners more opportunities to interact with peers during the cooperative learning process and facilitates cooperative learning performance. This study designed an electronic circuit learning activity and evaluated the effeteness of the embodiment-based learning environment for an experiment including 120 voluntary participants randomly assigned to the “embodiment-based learning group,” “touch-based learning group” and “traditional learning group.” Three variables, learning performance, perceived cooperative perception and social flow were assessed. Results show that there is no significant difference among the three groups in learning performance; however, participants in the embodiment-based learning group have higher perceived cooperative perception, lower social conflict, and higher intrinsic interest during learning process than the traditional learning group.
目次 Table of Contents
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 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 4
第三節、 研究問題 5
第二章 、文獻探討 7
第一節、 同儕互動 7
第二節、 體感式學習 8
第三節、 社會沉浸 10
第四節、 合作過程 12
第三章 、系統設計 14
第一節、 體感式學習組之系統架構 14
第二節、 體感式學習組之系統學習內容與介面 15
第三節、 觸控式學習組之系統架構 18
第四節、 觸控式學習組之系統學習內容與介面 19
第五節、 傳統式學習組之學習物件 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 24
第三節、 學習流程 26
第四節、 實驗設計 28
第五節、 研究工具 32
第六節、 資料分析方式 35
第五章 、結果與討論 37
第一節、 人口統計資訊 37
第二節、 學習成效分析 37
第三節、 合作過程感知分析 39
第四節、 社會沉浸程度分析 42
第五節、 綜合討論 46
第六章 、結論 51
第一節、 研究發現 51
第二節、 研究貢獻 52
第三節、 研究限制 53
第四節、 未來研究 54
參考文獻 55
附錄一、合作感知及社會沉浸問卷 59
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