體感科技支持全肢體反應教學法應用於高中英語教學之成效

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研究生：	周克謙 Ke-Chien Chou
論文名稱：	體感科技支持全肢體反應教學法應用於高中英語教學之成效
指導教授：	黃武元 Wu-Yuin Hwang
口試委員:
學位類別：	碩士 Master
系所名稱：	資訊電機學院 - 網路學習科技研究所 Graduate Institute of Network Learning Technology
論文出版年：	2013
畢業學年度：	101
語文別：	中文
論文頁數：	100
中文關鍵詞：	全肢體反應教學法、外語學習、體感、肢體互動、知覺學習風格
外文關鍵詞：	Total Physical Response, Foreign language learning, Kinesthetic, Gesture interaction, Perceptual Learning Style
相關次數：	點閱：13 下載：0
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英語能力的重要性在全球化的趨勢下日與俱增，英文嚴然已成為世界上溝通的最主要語言，然而台灣現今的英語教育中，忽視了人類在習得一門語言時的能力自然發展程序；同時脫離情境的教學方式，使得學習者無法對其外語視為與生活相關的重要性知識，形成了對外語學習的排斥感、感到不實用的與缺乏動機等抗拒現象，進而導致學習成效較差等問題。有鑑於此，本研究以全肢體反應教學法(Total Physical Response)與認知心理學理論為核心，並結合Microsoft Kinect體感科技，建置一體感式互動英文學習系統(KELS)，期望透過體感科技使用肢體互動的特性，可以有效增強外語學習的過程。
本研究以國立高中一年級學生為研究對象，共包含39位女性實驗參與者，透過實證研究比較方式，採用控制組與實驗組作為學習成效上之對照。並深入探討學習者在體感學習系統上的行為表現與其學習成效間之關係。接續再根據學者Reid(1984)所提出的知覺學習風格分類方式，進一步的瞭解不同知覺風格的學習者，在使用體感此種高度肢體互動學習模式時，是否會有學習成效上的差異。最後調查學習者們對於體感式學習系統的接受程度，並提出體感互動的學習模式在實際教學環境中所遭遇到的困難與可能解決的方法。
研究結果發現，控制組與實驗組在學習後長久保留效果上有顯著差異。此外，本研究所設計之「雙人互動口說遊戲」會顯著影響其學習成效。而在知覺學習風格方面，學習者不論是否偏好動覺學習特質，皆可透過本研究開發之體感學習系統達到良好的學習成效。最後，多數實驗組參與者一致認同本研究所開發之體感互動學習模式，可以有效增強其英語學習動機，並具有強烈的持續使用意圖。

The important ability of English proficiency grows in tend of globalization, English have obviously been one of the major international languages for communication. However, the English education in Taiwan neglect that human have a natural procedure in learning language, and the teaching method depart from the life-related situation. This phenomenon is made that learners cannot regard English as the important knowledge of the life-related and forms an attitude of exclusion in learning English, feeling of unpractical, lack the learning motivation and so on. Therefore, this study is based on Total Physical Response (TPR) theory and Cognitive Psychology theories as the core and combines the technology of Microsoft Kinect to build an English learning system which is interacting by kinesthetic. Through the feature of kinesthetic interaction in English like body motion or context recognition by Kinect Technology we expect it will effectively enhance students’ motivations and procedure of foreign language learning.
This study conducted 39 senior high school students to participate, 20 students were employed as the control group and 19 students were employed as the experiment group. And further explore the relationship between behavior of using system and learning effect in experiment group. Moreover, we use the perceptual learning style which is proposed by Reid (1984) to understand whether students with different perception style would have any difference in learning effect. Finally, we investigated the acceptance and motivation for using this learning system, and propose some difficulty in implementing in the real teaching environment and some solutions.
The result show that there are significant different in long-term retention between control group and experimental group. Moreover, the peer interaction activity which is designed by this study would affect the learner’s learning effect. Concerning perception learning style, no matter the learner prefer the Kinesthetic style or not , they can get the better learning effect by using this learning system. Finally, most of the participants who are in experiment group agreed unanimously that this learning system would effective enhance their learning motivation and have a strong intention to use this learning system in the future.

中文摘要    ..................i
Abstract.................ii
圖目錄...................vii
表目錄....................ix
第一章  緒論................1
    1.1  研究背景與動機......1
    1.2  研究目的..........5
    1.3  研究限制..........6
第二章  文獻探討.............7
    2.1  肢體互動與學習......7
    2.2  訊息處理論.........8
    2.3  多媒體與學習........9
    2.4  學習保留效果.......11
    2.5  學習動機    ..........12
    2.6  情境與大腦.........14
    2.7  全肢體反應教學法....16
    2.8  運動與學習.........19
    2.9  互動與語言習得......20
    2.10 知覺學習風格........20
第三章  系統設計與實作........22
    3.1  系統設計...........22
    3.2  互動機制...........23
         3.2.1  動作解鎖機制.......23
         3.2.2  物件辨識機制.......25
         3.2.3  手勢方位機制.......25
         3.2.4  體感點選機制.......26
    3.3  系統功能模組..............27
         3.3.1  字彙學習活動.......27
         3.3.2  聽力測驗活動.......28
         3.3.3  雙人互動口說遊戲....31
         3.3.4  肢體造句..........31
第四章  研究方法...................35
    4.1  研究架構.................35
    4.2  研究步驟.................38
    4.3  研究對象與時間............39
    4.4  活動設計.................40
    4.5  研究工具.................43
    4.6  資料蒐集.................45
    4.7  資料處理.................46
第五章  結果分析與討論...............47
    5.1  控制組與實驗組學習成效之分析...47
         5.1.1  樣本基本資料之描述....47
         5.1.2  前後測學習成效分析....47
         5.1.3  學習增益效果分析......49
         5.1.4  延宕測試成效分析......49
    5.2  系統實際使用行為對於學習成效之分析............50
         5.2.1  系統實際使用行為對於後測成效之分析.....50
         5.2.2  系統實際使用行為對於延宕測試成效之分析..52
    5.3  問卷分析.................56
         5.3.1  科技接受模型.......56
         5.3.2  凱勒學習動機ARCS...61
    5.4  知覺學習風格對於學習成效之分析.....66
第六章  緒論與建議.......................67
    6.1  結論..........................67
    6.2  研究結果與貢獻..................68
    6.3  未來工作與建議..................70
參考文獻................................71
附錄一  後測試卷.........................77
附錄二  延宕測試問卷.....................82
附錄三  知覺風格問卷.....................86
附錄四  控制組學習單.....................88
附錄五  實驗組學習單.....................92
附錄六  科技接受模型問卷..................93
附錄七  凱勒學習動機問卷..................96
附錄八  開放性問卷.......................98
附錄九  訪談題目........................100

                                

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