情感式学习系统之建置与研究以体感扩增实境浮空投影为例.PDFVIP

Wu, Y.-T., Chang, M., Li, B., Chan, T.-W., Kong, S. C., Lin, H.-C.-K., Chu, H.-C., Jan, M., Lee, M.-H., Dong, Y., Tse, K. H., Wong, T. L., Li, P. (Eds.). (2016). Conference Proceedings of the 20th Global Chinese Conference on Computers in Education 2016. Hong Kong: The Hong Kong Institute of Education. 情感式學習系統之建置與研究：以體感擴增實境浮空投影為例 Development and Research of Affective Learning System Combined with Motion-Sensing Interaction, Augmented Reality and Mid-Air Projection * 吳祖賢 ，杜仲弘，呂明勳，林冠佑，陳昶佑，林豪鏘 臺南大學數位學習科技學系 * az68michael@ 【摘要】本研究透過體感科技、擴增實境以及浮空投影等技術，建置了一個新穎的學習環境並結合情感式學習 系統進行展示科技課程教學。透過序列分析，觀察到整體受測者在負面情緒狀態下，行為會比較容易從學習轉 換到遊戲；視覺型的受測者，在負面情緒下，容易在學習與遊戲之間循環切換；在利於聽覺型的受測者學習的 教材稍嫌不足的情況下，聽覺型的受測者的操作行為顯著地出現無情緒狀態；而動覺型受測者的操作行為則比 較多變，無任何顯著行為發現。 【關鍵字】體感科技；擴增實境；浮空投影；情感式學習系統 Abstract: This study constructs a novel learning environment through technology of Motion-Sensing Interaction, Augmented Reality and Mid -Air Projection with affective learning system, and shows the course of Display Technology. Through the sequence analysis, it can be observed that participants’ behavior will transform easier from learning to play while in a state of negative emotions. For visual participants, while in a state of negative emotions, they will easy to have a switching circulation between learning and games. For auditory participants, due to the lack of the audio learning element, their operation behavior will be the status without any emotion. Kinesthetic participants’ behavior is more varied that without any significant discovery. Keywords: Technology of Motion-Sensing Interaction, Augmented Reality, Mid-Air Projection, Affective Learning System 1. 前言 隨著資訊科技的快速發展，數位學習環境也不斷改變，科技進入教育場域可轉化並驅動新 的學習法與教學法，因此新興科技是轉化教學與學習的重要驅力。讓跨領域整合的「展示科 技」成為新的研究焦點。新型態的展示手法，可以被應用在博物館及