設計具幽默教學策略的虛擬人助教提升學生學習情緒與動機; Building a virtual teaching assistant with humor teaching strategies to enhance student's emotion and motivation

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Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/9829

Title:	設計具幽默教學策略的虛擬人助教提升學生學習情緒與動機;Building a virtual teaching assistant with humor teaching strategies to enhance student's emotion and motivation
Authors:	黃詔詠;Chao-yung Huang
Contributors:	資訊工程研究所
Keywords:	虛擬人;幽默;數位學習;Virtual human;Humor;digital learning
Date:	2009-07-01
Issue Date:	2009-09-22 11:57:16 (UTC+8)
Publisher:	國立中央大學圖書館
Abstract:	近年來由於虛擬人的快速發展，虛擬人已經被應用到許多領域，數位學習領域中也已經有許多學者投入研究虛擬人在數位學習中對學生的影響。而在學習當中，不管是在傳統學習環境中還是數位學習環境中，應用幽默都可以對學生產生正面的影響，但是老師很難長期配合在既有的學習教材中加入幽默的活動。因此，本論文中設計了一個具有幽默教學策略的虛擬人在數位學習的環境中與學生互動，虛擬人會在學習的開頭、休息時間以及結尾用不同的幽默表演，分別是幽默笑話、幽默問題和幽默例子與學生互動，以提高學生的學習動機和學習情緒。本研究中設計了一個實驗來驗證在學習教材中加入虛擬人的幽默表演對學生的影響，我們找了30位受測者，並將受測者分為兩組，分別觀看有加入虛擬人幽默的教材和沒有加入虛擬人幽默的教材。實驗結果顯示在學習教材中加入虛擬人幽默確實可以提升學生的學習動機以及學習情緒，但是目前的實驗結果在學生的測驗成績上並沒有看出顯著的差異。 Virtual human has already been applied in many fields since the rapid development of virtual human in recent years and many researchers in digital learning have researched the effect of virtual human on students learning. Humor can be used as a teaching tool in both traditional learning environment and digital learning environment to help student learning. But it is hard to ask a teacher to cooperate with us for a long period and perform the humor performance on the existed learning materials. Therefore, in this research, we design a virtual human who can use humor teaching strategies to interact with students in the digital learning enviroenment. The virtual human will use different humor performances, like jokes, humor questions and humor examples, to interact with students at the beginning of learning, learning break, and end of learning to increase students’ motivation and emotion. In this research, we design an experiment to identify the effect of virtual human’s humor performances on students’ learning. The experiment has 30 subjects and we classified subjects into two groups. The first group watch the learning material with virtual human’s humor performances and the second group watch the learning material without virtual human’s humor performances. The experiment result shows that the learning material with virtual human’s humor performances can truly increase students learning motivation and emotion, but has no significant effect on students test performances.
Appears in Collections:	[Graduate Institute of Computer Science and Information Engineering] Electronic Thesis & Dissertation

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