學習語言的目的是為了「溝通」。而理想的學習應與未來可能遇到問題情境連結，以便往後遇到相關問題時能應用學習的知識，真實的語言互動，並不只僅僅只是聽與說的口語互動，還包含了肢體語言的互動。然而長久以來觀察教學現場，只有基本的聽、說、讀、寫的教學，而沒有肢體語言的互動學習。
本研究旨在提出一個具辨識肢體語言之數位學習劇場，將肢體辨識加入數位學習劇場當中，可即時辨識使用者之肢體動作是否做的正確，及給出相應回應即建議。學生在情境中須完成情境任務，同時學習肢體語言與口語，並以肢體與口語進行交流互動，建立使用者的情感互動讓使用者的表演較活潑、有趣，進而增加對於學習的興趣、樂趣。
為探討加入肢體語言辨識及互動的數位戲劇是否能提高語文及肢體動作的學習成效、學習興趣、趣味性，本研究與桃園市某科技大學日語教師合作進行實驗，讓學生學習餐飲日文以及餐飲服務禮儀動作，並透過前後測、問卷對於學習成效、學習興趣、趣味性進行檢驗。透過實驗結果發現加入肢體語言辨識及互動能夠增加語文及肢體動作的學習成效、學習興趣、趣味性。

The purpose of language learning is to "communicate." The ideal learning should be linked to the problem situations that may be encountered in the future, so that the learning knowledge can be applied when encountering relevant problems. The real language interaction is not only the oral interaction of listening and speaking, but also the body language and interaction. However, for a long time, the teaching scene has only basic teaching of listening, speaking, reading and writing, and there is no interactive learning of body language.
The purpose of this study is to propose a digital learning theater with gesture recognition for body language understanding. Through gesture recognition, it is possible to instantly recognize whether the user's body movements are correct or not, and to give a corresponding response. Students must complete situational tasks in the context, learn body language and spoken language, and interact with each other through physical and oral language. The user's emotional interaction makes the user's performance more lively and interesting, thus increasing interest and fun for learning.
In order to explore whether the digital drama with the addition of gesture recognition and interaction can improve the learning effectiveness, interest and interest of language and physical movements, this study cooperates with a Japanese language teacher at a university in Taoyuan City to conduct experiments to allow students to study Japanese and body language for restaurant service. The experimental data shows that adding body language recognition and interaction can increase the learning effect, interest and interest of language and body movements.

吳韋毅. (2016). 教室內的數位互動式學習劇場. 中央大學資訊工程學系學位論文.
林司樺. (2019). 在數位劇場情境中之教師用卡片教學互動系統. 中央大學資訊工程學系學位論文.
林尚樵. (2018). 具虛擬演員之數位學習劇場. 中央大學資訊工程學系學位論文.
徐子鈞. (2018). 機器人在數位劇場中作為學習互動主持人的實作與探討. 中央大學資訊工程學系學位論文.
黃招憲, 郭德信, & 王淑麗. (2005). 餐旅日語(上): 致良出版社.
廖述盛, 黃秀美, & 科學教育學刊, 賴. J. (2011). 虛擬實境結合問題導向學習應用於行動化醫學教育之研究. 19(3), 237-256.
劉又慈. (2019). 教室中具觀眾參與互動的數位劇場學習系統. 國立中央大學資訊工程學系碩士論文.
劉育芳. (2017). 數位劇場與戲劇式學習之情境與角色安排與扮演考量. 國立中央大學資訊工程學系碩士論文.
羅元甫. (2015). 教室內的數位鏡室學習劇場. 國立中央大學資訊工程學系碩士論文.
Acredolo, L., & Goodwyn, S. (1988). Symbolic gesturing in normal infants. Child development, 450-466.
Adamo-Villani, N., Heisler, J., & Arns, L. (2007). Two gesture recognition systems for immersive math education of the deaf. Paper presented at the Proceedings of the First International Conference on Immersive Telecommunications.
Andersen, P. A. (2008). Nonverbal Communication: Forms and Functions: Waveland Press Incorporated.
Asher, J. J. (1969). The total physical response approach to second language learning. The modern language journal, 53(1), 3-17.
Azuma, R. T. (1997). A survey of augmented reality. Presence: Teleoperators Virtual Environments,6(4), 355-385.
Bolt, R. A. (1980). Put-that-there: Voice and gesture at the graphics interface. Paper presented at the Proceedings of the 7th annual conference on Computer graphics and interactive techniques, Seattle, Washington, USA.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational researcher, 18(1), 32-42.
Brundiers, K., Wiek, A., & Redman, C. L. (2010). Real-world learning opportunities in sustainability: from classroom into the real world. International Journal of Sustainability in Higher Education, 11(4), 308-324.
Church, R. B., Ayman-Nolley, S., & Mahootian, S. (2004). The Role of Gesture in Bilingual Education: Does Gesture Enhance Learning? International Journal of Bilingual Education and Bilingualism, 7(4), 303-319. doi:10.1080/13670050408667815
De Saussure, F. (2011). Course in general linguistics: Columbia University Press.
Dede, C. (2009). Immersive interfaces for engagement and learning. Science, 323(5910), 66-69.
Dresser, N. (2011). Multicultural manners: Essential rules of etiquette for the 21st century: John Wiley & Sons.
Dunleavy, M., Dede, C., & Mitchell, R. (2009). Affordances and Limitations of Immersive Participatory Augmented Reality Simulations for Teaching and Learning. Journal of Science Education Technology, 18(1), 7-22. doi:10.1007/s10956-008-9119-1
Ekman, P., Friesen, W. V., & Ellsworth, P. (1972). Emotion in the Human Face: Guide-lines for Research and an Integration of Findings: Guidelines for Research and an Integration of Findings: Pergamon.
Ellis, R. (2003). Task-based language learning and teaching: Oxford University Press.
Ely, C. M. (1986). Language learning motivation: A descriptive and causal analysis. The modern language journal, 70(1), 28-35.
Gilmore, A. (2007). Authentic materials and authenticity in foreign language learning. Language teaching, 40(2), 97-118.
Hecht, J. (2018). Lidar for self-driving cars. Optics Photonics News, 29(1), 26-33.
Higgs, T. V., & Clifford, R. (1982). The push toward communication.
Kamel Boulos, M. N., Blanchard, B. J., Walker, C., Montero, J., Tripathy, A., & Gutierrez-Osuna, R. (2011). Web GIS in practice X: a Microsoft Kinect natural user interface for Google Earth navigation. International Journal of Health Geographics, 10(1), 45. doi:10.1186/1476-072x-10-45
Kaufmann, H., & Schmalstieg, D. (2002). Mathematics and geometry education with collaborative augmented reality. Paper presented at the ACM SIGGRAPH 2002 conference abstracts and applications, San Antonio, Texas.
Kelly, S. D., Manning, S. M., & Rodak, S. (2008). Gesture gives a hand to language and learning: Perspectives from cognitive neuroscience, developmental psychology and education. Language Linguistics Compass, 2(4), 569-588.
Kipp, M., & Martin, J. (2009, 10-12 Sept. 2009). Gesture and emotion: Can basic gestural form features discriminate emotions? Paper presented at the 2009 3rd International Conference on Affective Computing and Intelligent Interaction and Workshops.
Norman, D. A. (2010). Natural user interfaces are not natural. Interactions, 17(3), 6-10. doi:10.1145/1744161.1744163
Pan, Z., Cheok, A. D., Yang, H., Zhu, J., & Shi, J. (2006). Virtual reality and mixed reality for virtual learning environments. Computers & Graphics, 30(1), 20-28. doi:https://doi.org/10.1016/j.cag.2005.10.004
Pozzer‐Ardenghi, L., & Roth, W. M. (2007). On performing concepts during science lectures. Science Education, 91(1), 96-114.
Schlömer, T., Poppinga, B., Henze, N., & Boll, S. (2008). Gesture recognition with a Wii controller. Paper presented at the Proceedings of the 2nd international conference on Tangible and embedded interaction.
Shashua, A., Gdalyahu, Y., & Hayun, G. (2004). Pedestrian detection for driving assistance systems: Single-frame classification and system level performance. Paper presented at the IEEE Intelligent Vehicles Symposium, 2004.
Skehan, P. (1998). A cognitive approach to language learning: Oxford University Press.
Thakkar, V., Shah, A., Thakkar, M., Joshi, A., & Mendjoge, N. (2012). Learning math using gesture. Paper presented at the International Conference on Education and e-Learning Innovations.
van Krevelen, D. W. F., & Poelman, R. (2010). A Survey of Augmented Reality Technologies, Applications and Limitations. International Journal of Virtual Reality (IJVR), 9(2), 1-20.
Zyoud, M. (2010). Using drama activities and techniques to foster teaching English as a foreign language: A theoretical perspective.