遊戲中學習(Game-based learning)的理論一直以來在輔助教學的系統上被不斷的使用，且遊戲常被用在做為學習上引發動機的要素之一，而近年來利用電腦視覺為主的遊戲(computer vision based games)，如PS2上的EyeToy，已經開始被使用在學習上，但僅止於單人的進行，然而建立互動虛擬環境Interactive Virtual environments的方式將有助於和他人之間的合作與互動，但以往系統還沒有使用學習內容在虛擬環境中。而本研究思考不同以往的遊戲模式，期望讓小朋友以肢體動作代替原本與電腦互動的滑鼠鍵盤裝置，發展出整個互動虛擬學習環境。因此這個研究的目的是為了設計一個給孩子學習知識的環境，將數學角度的知識隱藏在遊戲中，達到情境式合作學習的效果，使得孩子在與電腦互動過程中，操作學習物件上沒有負擔。
本研究之系統將強調三個主要的功能。第一，互動：以電腦視覺的方式，利用攝影機去偵測擷取到畫面的像素值，來分辨出使用者所比出的動作，達到與電腦做全身性的互動，動作與學習認知做結合。第二，合作：使用多螢幕(multi-monitor )環繞整個教室，讓在多人合作的環境下，每個人有自己的私人訊息空間(privacy information)，並且利用共同螢幕(shared display)，給予共同的目標，完成三人一起合作的任務。第三，環場：物件可以環繞在多人多台螢幕環境之下，讓小朋友不會一直固定在同一台電腦螢幕面前，而是在教室中跑動，感覺環境更真實。
本研究之活動觀察尋找小學二、三、四年級的小朋友，經過四次活動，發現本系統可以增進小朋友角度的概念，以及角度大小的觀念，增進小朋友之間的合作，讓他們覺得在學習很有趣，利用動作的方式就可以感覺到數學角度的涵義。

Game-based learning theory has been applied on auxiliary teaching system persistently, because playing game is one of the important ways to motive students learning. In recent years, many researches have applied computer vision based games such as EyeToy of PS2 in learning. However EyeToy is only for one person and students can’t interact in the virtual environments. Building Interactive Virtual environments in game-based learning is helpful for students to collaborative and interact with each other.
We designed a different former game-model to apply game-based learning in our research. We designed Interactive Virtual environments, and students can interact with computer by their body action instead of keyboard or mouse there. Our research purpose is designing a learning knowledge environment about angle of mathematics to reach learning effect in situated-cooperation of game-based learning, and children have no load operating learning object when they interact with computer.
We emphasize three main factors in our system. First, interaction: we use “computer vision” technology – after utilizing camera collection image data, computer detects special color to know the actions of user. Through this way, children can do full body learning, it combines action and cognitive learning. Second, collaboration: we use multi-monitors around the classroom to make every user have their privacy information. Further, they have shared display to know the mutual target and accomplished collaborative mission. Third, surrounding: the playing object can surround the multi-monitors. Instead of stand firmly in from of monitor, it can let children move around in the classroom and feel more reality.
We looked for second-year, third-year, and forth -year class elementary children to evaluate our system. They use our system to learn the concept of angle. After our experiment, we find that this system could build their concept of angle, and promote their interaction. Through these kinds of learning, they feel more interesting about learning, and they can feel the meaning of angle by actions.

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