邁向社會化的設計－探討語音和表情符號對兒童參與數位學習的影響

Towards a More Sociable Design: The Effects of Speech and Emoticon on Children in E-Learning

董芳武(Fang-Wu Tung) ； 鄧怡莘(Yi-Shin Deng)

《設計學報》 12卷4期 (2007/12) Pp. 43-57

https://doi.org/10.6381/JD.200712.0043

摘要

許多研究證實將社會線索置入使用者介面可使電腦產生社會成員之社會臨場感，有助於提升人們對電腦的認同，而產生愉悅的互動經驗，增進人們對電腦的參與動機提出了有潛力的應用性。本研究旨在了解將語音、靜態和動態表情符號，做為社會線索置入數位學習環境，影響兒童參與學習活動時，對電腦的態度與學習動機之差異。本研究執行兩個完全受試者間實驗設計法，控制因子為社會線索，各有兩個水準－語音/靜態表情符號、語音/動態表情符號，利用國小六年級學生（173人）進行電腦輔助學習活動，使用社會臨場感、相似吸引，及學習動機問卷收集相關資料。資料分析結果發現，在提升兒童參與學習所衍生之社會臨場感、對電腦之相似吸引、學習動機之影響力，語音顯著地勝於靜態表情符號；語音和動態表情符號並無明顯差異，基於本研究結果建議開發數位學習之互動設計時，採用語音和動態表情回饋，可促使兒童與電腦的關係邁向具有情感與社會層面的互動經驗，有效地提昇學生對電腦的偏好與參與學習之動機。語音和動態表情符號各為語言和非語言溝通形式，聽覺和視覺的刺激媒介，兩者在引發兒童的社會回應與學習動機具有等同的效果，將有助於設計者彈性運用這兩種社會線索，發展友善具激勵性的互動設計。

關鍵字

互動設計 ； 語音 ； 表情符號 ； 兒童 ； 數位學習 ； 社會臨場感

並列摘要

Researchers have shown that incorporating social cues into a user-interface enables computers to create social presence, which helps people better identify with the computer and results in a more enjoyable experience. It shows a potential for improving engagement and motivation. This study aimed to make use of speech, static emoticons, and dynamic emoticons as social cues to create a sociable human-computer relationship and explore how the management of those social cues affects children's attitudes towards computers as well as their learning motivation in e-learning environments. Two sets of one factor experiment under two levels (speech/static emoticons, and speech/animated emoticons) were conducted in this study. 173 sixth-graders participated in the test. Data were collected via questionnaire regarding the perceived social presence, similar attraction towards computers, and motivation with learning. It was found that speech was superior to static emoticon while having no significant difference with dynamic emoticon to increase the perceived social presence, similar attraction towards computers, and motivation with learning. These findings recommend that designers of educational technology could use speech or dynamic emoticons in e-learning environments so as to build the social relationship between children and computers that could boost their motivation with learning. Besides, the speech is a verbal cue and an audio modality while the dynamic emoticon is non-verbal and visual. The study has provided evidence for a fact that children’s social responses and learning motivations are triggered equally strongly by the two social cues. Therefore, designers can flexibly use speech or dynamic emoticons to create a sociable and inspiring interaction design.

並列關鍵字

Interaction Design ； Speech ； Emoticon ； Children ； E-Learning ； Social Presence

參考文獻

董芳武、鄧怡莘(2006)。人機互動中之社會線索－語音與互動形式對兒童參與數位學習的影響。設計學報。11(4)，81-95。

董芳武、鄧怡莘(2006)。電腦輔助學習環境中社會成員臨場感呈現之研究－檢視語音回饋對兒童的影響。教學科技與媒體。76，32-45。

Ambadar, Z.,Schooler, J. W.,Cohn, J. F.(2005).Deciphering the enigmatic face: The importance of facial dynamics in interpreting subtle facial expressions.Psychological Science.16(5),403-410.

Aragon, S. R.,S. R. Aragon (Ed.)(2003).Facilitating learning in online environments.San Francisco:Jossey-Bass.

Bartneck, C.,Reichenbach, J.(2005).Subtle emotional expressions of synthetic characters.The International Journal of Human-Computer Studies.62(2),179-192.