Title

可觸式學習同伴融入國小英語口說練習學習效益探討

Translated Titles

Evaluation of Learning Effectiveness of the Tangible Learning Companions for English Conversation in Primary Schools

Authors

王怡萱(Yi-Hsuan Wang);楊叔卿(Shwu-ching Young);張智星(Roger Jyh-Shing)

Key Words

可觸式科技 ; 英語學習 ; 語音辨識技術 ; 學習同伴 ; Tangible Technology ; English Learning ; Voice Recognition ; Learning Companions

PublicationName

數位學習科技期刊

Volume or Term/Year and Month of Publication

2卷1期(2010 / 01 / 01)

Page #

33 - 44

Content Language

繁體中文

Chinese Abstract

本研究由學習科技觀點出發,結合語音辨識技術,提供國小英語學習者實體可觸外觀的學習同伴,做為英語學習課堂輔助工具,希冀透過具有人類聲音即時互動特徵的可觸式學習同伴科技媒介的輔助,引起學習者學習興趣,使學習者處於在高學習動機、高學習自信與低學習焦慮之學習狀態,以聽說教學方式作為科技媒介與學習者互動的教學依據,在反覆與學習同伴練習對話的過程中,使學習者獲得完整學習訊息並擁有不同以往的英語學習經驗以提升學習動機,增進不同學習成就者的英語學習興趣及口語能力。本研究以台灣北部某國小五年級學生,共兩個班級作為研究對象,研究設計為準實驗設計,對照組班級維持教師原本上課模式,以同儕學習者作為英語練習對象,實驗組班級則以可觸式學習同伴作為上課輔具,透過分組方式與其進行英語對話練習。研究結果顯示,實驗組學習者在口語能力成就測驗中達顯著進步,尤其對於低學習成就者的口說能力表現更有顯著助益。

English Abstract

The study approaches the research goal from the view point of associating instructional technology with voice recognition techniques. The tangible learning companions were made to interact with learners by speaking 15 basic greetings. We hope that learners can enhance their learning motivation and English speaking ability by practicing English conversation with tangible learning companions. Two classes of elementary fifth graders participated in the study from a school located in the northern Taiwan. Class A was the experimental group learning and practicing English conversation with the tangible learning companions while Class B was the control group learning in the traditional way. The results of this study revealed that using the tangible companions in English learning settings with young students could improve the learners' speaking ability especially for those low-achievers. The whole learning engagement and motivation could also be advanced by practicing English conversation with tangible learning companions.

Topic Category 社會科學 > 教育學
Reference
  1. 鐘榮富 (2002)。教學法的歷史。線上檢索日期:2009 年2 月2 日,網址:http://www2.nknu.edu.tw/thakka/item02/main02_61.htm
  2. Chan, T. W.,Baskin, A. B.(1988).Studying with the principle: The Computer as a Learning Companion.The Proceedings of International Conference of Intelligent Tutoring Systems,70(2),125-132.
  3. Draper, T. W.,Clayton, W. W.(1992).Using a personal robot to teach young children.Journal of Genetic Psychology,153,269-273.
  4. Fitzmaurice, G. W.,Ishii, H.,Buxton, W.(1995).Bricks: laying the foundations for graspable user interfaces.Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (CHI95),Denver, Colorado, United States:
  5. Hsu1, S. H.,Chou, C. Y.,Chou, F. C.,Chen, X.,Wang, Y. K.,Chan, T. W.(2007).An investigation of the differences between robot and virtual learning companions' influences on students' engagement.The First IEEE International Workshop on Digital Game and Intelligent Toy Enhanced Learning (DIGITEL 2007)
  6. Richards, J. C.,Rodgers, T. S.(1986).Approaches and methods in language teaching: A description and analysis.Cambridge:Cambridge University Press.
  7. Skinner, B. F.(1957).Verbal behavior.NY:Appleton-Century-Crofts.
  8. Sluis, R. J. W.,Weevers, I.,Schijndel, C. H. G. J.,Kolos-Mazuryk, L.,Fitrianie, S.,Martens, J. B. O. S.(2004).Read-It: Five-to-seven-year-old children learn to read in a tabletop environment.Proceedings of International Conference of Interaction Design and Children (IDC 2004)
  9. Ullmer, B.,Ishii, H.(2000).Emerging frameworks for tangible user interfaces.IBM Systems Journal,39(3&4),915-931.
  10. Want, R.,Fishkin, K. P.,Gujar, A.,Harrison, B. L.(1999).Bridging physical and virtual worlds with electronics tags.Proceedings of the SIGCHI conference on Human factors in computing systems
  11. Warschauer, M.(1996).Computer-assisted language learning: An introduction.Multimedia Language Teaching,3-20.
  12. Xu, D.(2005).Tangible User Interface for Children An Overview.Proceedings of the UCLAN Department of Computing Conference
  13. 朱育民(2004)。碩士論文(碩士論文)。桃園,國立中央大學網路學習科技研究所。
  14. 林奇賢(2000)。虛擬學校之建構與應用。資訊應用導航,45,10-25。
  15. 林明輝(2004)。碩士論文(碩士論文)。臺南,國立臺南大學資訊教育研究所。
  16. 徐昇暉(2007)。碩士論文(碩士論文)。桃園,國立中央大學網路學習科技研究所。
  17. 梁雅美(2002)。碩士論文(碩士論文)。台北,國立台北師範學院兒童英語教育研究所。
  18. 曾月紅(2000)。兒童英語文教學。臺北:五南。
  19. 楊叔卿、王怡萱、張智星(2008)。可觸式攜帶型學習同伴/機器人應用於國小音樂課程設計初探。第三屆行動與無所不在學習研討會,台南:
Times Cited
  1. 黃翊慈(2015)。語音辨識之電腦輔助教學軟體-以任務遊戲為例。國立臺北教育大學數位科技設計學系(含玩具與遊戲設計碩士班)學位論文。2015。1-76。 
  2. 簡鈺軒(2013)。語音辨識結合觸控手勢應用於三維物件控制-以智慧型行動裝置為例。國立臺北教育大學數位科技設計學系(含玩具與遊戲設計碩士班)學位論文。2013。1-90。 
  3. 張凱鈞(2013)。結合語音辨識與手勢應用於三維物件控制。國立臺北教育大學數位科技設計學系(含玩具與遊戲設計碩士班)學位論文。2013。1-81。 
  4. 謝彩鳳(2012)。數位化補救教學對學生學習成效影響之後設分析。臺灣師範大學課程與教學研究所學位論文。2012。1-114。
  5. 陳振民(2013)。多功能英語教學機器人之研發與應用。虎尾科技大學電子工程系碩士班學位論文。2013。1-91。
  6. 洪紹瑞(2017)。數位視覺設計融匯虛擬化身與學習夥伴之應用對中學生悅 趣式古文學習感知之探討。清華大學資訊系統與應用研究所學位論文。2017。1-218。