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研究生： 蕭有廷
Yu-ting Hsiao
論文名稱： 在虛擬情境中之外語協同學習任務設計 – 以Second Life為例
The design of collaborative learning tasks on foreign language learning in virtual world – A case study in Second Life
指導教授： 楊鎮華
口試委員:
學位類別： 博士
Doctor
系所名稱： 資訊電機學院 - 資訊工程學系
Department of Computer Science & Information Engineering
論文出版年： 2015
畢業學年度： 103
語文別： 英文
論文頁數： 63
中文關鍵詞： Second Life 、Context-based Learning 、Collaborative Learning 、Learning French
外文關鍵詞： Second Life, Context-based Learning, Collaborative Learning, Learning French
相關次數： 點閱：17  下載：0 
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    • 法語是國際間被廣泛使用的語言之一，在台灣較少有法語的情境提供給學生學習，但學習是需要在自然情境中發生，因此找到一個合適的情境來提供學生學習是很重要的。本研究之目的即為觀察學生在3D情境式task-based learning (TBL)教學流程中，學生的協同學習模式為何，及模式差異對於學生法語學習成果與學習觀感之影響。研究對象為臺灣某私立大學法文課程學生，使其在以豐富情境著稱的Second Life (SL)平台進行法語學習，藉由小組合作式腳本撰寫與影片錄製作業等任務內容來評估學生的學習成果及整體表現，並以問卷、在SL中錄影觀察、對話紀錄及訪談回饋結果評估及觀察這些學生在完成任務過程中的小組協作模式及其學習成效。研究結果顯示，學生的學習模式共分為三種，即情境合作 (context-inclusive collaboration)、傳統合作 (context-exclusive collaboration)以及集權領導 (context-exclusive centralization)，在學習成效上以情境合作最佳，傳統合作次之，集權領導最不理想。由此研究結果得知context-based learning正面影響了學生的口說及學習成果的各個層面，亦促進了學生的協同合作功效，而context-based learning及collaboration對學生benefits 的觀感有正向的影響，但學生對於時程壓力所帶來的焦慮及操作問題所造成的困擾會對學生affective觀感造成負面的影響。

    Though French is one of the widely used languages globally, the learning environment provided for students to learn it in Taiwan has been comparatively insufficient. As language acquisition needs to occur in a natural setting, it is of vital importance that a proper natural setting be provided to language learners. The study hence aims to observe the collaborative learning model students adopted in task-based learning process in a 3D setting, and its impacts on the results and reactions of French language learners due to different learning models adopted. The subjects of this study are French learning students of a private university in Taiwan. These students were asked to engage themselves in the platform of Second Life (SL), known for its rich virtual settings, through the form of group tasks that included scripts writing and video shooting for French learning. The outcome and final performance were evaluated and observed by questionnaires, video shooting on SL, conversation records, and interviews to understand collaborative models adopted by students and the learning efficacy. The study indicates that the learning models students adopted can be divided into three types: context-inclusive collaboration (CICO), context-exclusive collaboration (CECO), and context-exclusive centralization (CECE). When compared students’ learning efficacy, CICO was the most effective, CECO is the second, and CECE was the least effective. We can infer from the study that context-based learning has positive impacts on students' speaking capability and other aspects of learning performance, and at the same time facilitates the effects of collaboration for students. Besides, when it comes to students’ feedbacks, “context-based learning” and “collaboration” are considered as positive factors (benefits), while the time pressure and operation problems are considered as negative factors (effective) for French learning on SL.

    摘要 i Abstract ii 誌謝 iv 目錄 v 圖目錄 vi 表目錄 vii 1. Introduction 1 2. Literature Review 7 2.1 Language teaching in SL 7 2.2 Task-based learning 7 2.3 Collaborative learning 10 3. Methodology 13 3.1 Participants 13 3.2 Research method 13 3.3 Instruments 15 3.3.1 Learning platform 15 3.3.2 Learning content 17 3.4 TBL activity design 17 3.5 Interview 19 3.6 Rubrics 20 4. Results 22 4.1 Impacts of different collaborative models adopted by students to learn French in the 3D situated TBL learning process 22 4.2 Perceptions of different collaborative models adopted by students learning French in the 3D situated TBL learning process 28 5. Discussion 32 5.1 Impacts of different collaborative models adopted by students on their performance in learning French 34 5.2 Impacts of different collaborative models adopted by students on their perceptions about the French-learning activity 36 6. Conclusion and Future Works 39 Bibliographies 41 Appendix A – Rubrics 49 Appendix B – Interview questions for students 51 Appendix C – Interview questions for teacher 52

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