- 學位論文
以群組軟體支援聽覺障礙學生協同創作故事
Using groupware to support hearing impaired students’ collaborative story creation.
摘要
本研究結合資訊科技、和協同創作之活動機制建置一協同創作群組軟體，以提供聽障生在此群組軟體下進行協同創作故事活動。該協同創作群組軟體引用CELL 的協同概念，透過資訊技術整合網路搜尋機制、連結網路資源、和分享彼此擁有的資源。活動參與之成員為七名國、高中之聽障學生。本研究目的乃探討在此群組軟體進行協同創作故事活動時聽障生之表現；分析聽障生之表現的構面為兩項，分別為對於創作之故事品質的影響、和所呈現的個人創作故事發展模式。在故事品質方面，並且以靈感來源、關鍵字能力、與故事結構三項進行深入探究。結果顯示，聽障生在協同創作故事活動若能發展出接龍式之創作機制，他們的靈感來源不再侷限於自身經驗、和媒體資訊，更會關注於已經分享之故事劇情，進而創造出具關聯性高之故事情節。而在協同創作故事的活動中，學生在故事結構的多樣性較獨自創作時還高；且從靈感來源方面來看，學生若以媒體資訊和由已經分享之故事劇情衍生時，故事結構的表現會比較豐富。此外，連結網際網路資源之協同創作群組軟體，讓聽障生能夠以圖為創作發展開端，聽障生易於根據不同的主題創作故事；且經由協同的模式，能維繫學生的創作動力。綜合以上之研究結果，本研究建議提供聽障生之協同創作群組軟體，必須要能夠具有連結網際網路資源、結合多媒體之創作故事素材、且提供協同創作故事者之共同分享成果的空間；而在活動設計上若能夠輔以明確的協同創作機制，會有助於聽障生在協同創作時，更緊密的關注目前的故事發展。
並列摘要
This study proposed a groupware which combined the information technology and the activity of collaborative creation to support hearing-impaired students in performing the activity of collaborative story creation. One of major schemes of this groupware is based on the CELL, which identified important design guidelines for facilitating collaboration of learning and innovating, such as contributing, exchanging, and linking personally owned resources with team members. Therefore, this groupware allowed students to collect and link resources, and further create their own story on private space as well as share their stories on public area. The participants of this study involved in seven hearing-impaired students who were either at junior or senior high school. The aim of this study is to deepen the understanding of how the collaborative creation groupware affects the hearing-impaired students in performing the collaborative story creation. In considering the effects of utilizing the groupware and the activity of collaborative creation, this study is to investigate two constructs which were the quality of the story created by individual and the pattern of story development. In order to examine the quality of story, three aspects of measurement would be further discussed, which are the resources of inspiration, the ability of using keyword, and the story grammar. From the aspect of resources of inspiration, the results show that if the participant was aware of the aura of collaborative activity, such as story relay, the resources of inspiration of the participant was not restricted within self experience and information of medium, there are more inspiration came from engaging in the collaborative artifact. It would further result in creating high degree of relevant story scenario. Comparing the diversity of story grammar when participants performed storytelling in the activity of individual and collaborative creation, the results demonstrate that diversity in collaborating creation is higher than in individual creation. It also could be confirmed by examining the resources of inspiration in that the story grammar would be copious when the inspiration was derivative from the information of medium and collaborative artifact being proposed. In addition, connecting to the resources on the internet, it provides an additional opportunity to allow the hearing-impaired student in developing story from a picture initially. Some of the participants also indicated that it is helpful in collaborating creation story and further to motivate their engagement in the activity of collaborative creation story. Consequently, the finding of this study suggest that developing a collaborative story creation groupware should not only connect the resources of internet and integrate material of multimedia, but also provide a public area in sharing the collaborative artifact. Moreover, this study also indicates that an explicit mechanism in carrying out collaborative creation activity would advance the engagement of creators and further promote the degree of relevance of the collaborative artifact.