Please use this identifier to cite or link to this item: https://ah.lib.nccu.edu.tw/handle/140.119/128646
題名: 虛擬實境技術在中國大陸中學古詩文教學的應用研究—以《天淨沙·秋思》為例
The Study of Virtual Reality in the Teaching of Ancient Literature and Poetry in High Schools of Mainland China  - Take Tianjinsha·Qiusi as an example
作者: 黃玉明
Huang, Yu-Ming
貢獻者: 陳聖智<br>廖峻鋒
Chen, Sheng-Chih<br>Liao, Chun-Feng
黃玉明
Huang, Yu-Ming
關鍵詞: 虛擬實境
古詩文教學
數位學習
體驗式學習
數據分析
Virtual Reality
Chinese ancient literature and poetry teaching
Digital Learning
Experiential learning
Data Analyse
日期: 2020
上傳時間: 5-二月-2020
摘要: 近年來,古詩文教學在中國大陸語文教學中的地位與日俱升,舉足輕重,但中小學教師的古詩文教學模式卻沒有太大突破。與此同時,虛擬實境技術逐漸從休閒娛樂擴展融入到學習教育中,并運用巧妙設計的體驗機制引發學生的體驗意願,進而在愉悅的學習態度中學習。虛擬實境古詩文教學輔助作品——這個結合虛擬實境技術與古詩文教學的概念也隨著虛擬實境教學輔助產業的發展應運而出;但從產業、學習、體驗等角度來思考,虛擬實境古詩文教學輔助作品應具何特征?其體驗是否良好?學習是否有效?這些問題亟待解決。本研究旨在(1)瞭解虛擬現實教學輔助設計產業和學校古詩文教學教師、學生對虛擬現實古詩文教學輔助作品的需求;(2)設計一款虛擬實境古詩文教學輔助作品;(3)評估虛擬實境古詩文教學輔助作品的體驗與學習效益。\n首先,本研究訪談虛擬現實教學輔助設計產業各利害關係人和中國大陸中學古詩文教學教師,了解他們對虛擬實境古詩文教學輔助設計的想像與需求;接著,本研究運用體驗式學習圈與建構主義等學習理論,透過彙整訪談內容和相關文獻的分析,提出虛擬實境古詩文教學輔助作品的設計路徑;之後,本研究根據彙整歸納的設計路徑,設計出虛擬實境古詩文教學輔助作品《VR天淨沙·秋思》。\n最後,本研究通過實驗與問卷的設計,邀請共計三十四位普通中學學生進行虛擬實境古詩文教學輔助作品的課堂實驗,收集他們的古詩文學習態度、學習效果、心流體驗與和作品評價數據,經過SPSS統計分析,驗證本研究所設計的虛擬實境古詩文教學輔助作品對學生古詩文學習(學習態度、學習效果等維度)有顯著的正向影響。
In recent years, the teaching of Chinese ancient literature and poetry in high schools of mainland China has played an increasingly important role in language education in China, but hardly any breakthroughs have been achieved in the instruction methodologies. At the same time, the application of Virtual Reality (VR) technology has expanded from entertainments into learning and education. With lively graphic designs in 3-dimensional spaces, VR can produce experiences that trigger students’ interests, thereby allowing students to learn in a relaxing and delighting environment.VR-assisted Chinese ancient literature and poetry instruction, a concept that combines VR technology with Chinese ancient literature and poetry education, is a natural extension of the VR application in education.\nTo further this concept, we need to define features of VR-assisted Chinese ancient literature and poetry instruction from the perspectives of education industry and learning experiences. How can the instruction materials and processes be designed? Can this approach lead to better experiences? Will it produce great teaching results with efficiency and quality? These questions need to be answered. Therefore, it is the intention of this thesis to (1) understand the requirements of VR-assisted Chinese ancient literature and poetry instruction from the perspective of education industry, teachers and students; (2) design an application as an example of VR-assisted Chinese ancient literature and poetry instruction; and (3) examine the experience and learning efficiency of such application.\nFirst of all, this study conducted interviews with various stakeholders, including representatives from VR-assisted education industry and high school language teachers of Chinese ancient literature and poetry in Mainland China, to understand their vision and requirements in regards to application of VR in teaching classic poems. Secondly, based on the results of these interviews, the study applied learning theories Experiential Learning Cycle and Constructivism as the framework of summary and analysis. The findings laid the path to the design of VR-assisted Chinese ancient literature and poetry instruction and the choice of “Tianjinsha·Qiusi” by Yuan Dynasty poet Ma Zhiyuan as the theme of the VR application.\nAt the end, using the VR application as the learning material, the author conducted a classroom experiment, with participation of 34 high school students, and collected data regarding learning efficiency, learning experiences, appraisal of the material, and attitude towards classic poems. Results from statistical data analysis indicated that VR-assisted Chinese ancient literature and poetry instruction designed for this study produced a significant and positive outcome, enhancing student’s attitude and learning efficiency.
參考文獻: 中文文獻\n陳寅恪(1936)。桃花源記旁證。摘自清華學報。\n陳勇全、廖冠智(2013)。昆蟲知識學習之虛擬實境教材設計與ARCS探究。數位學習科技期刊,5(1),51-68。\n陳聖智(2011)。數位藝術互動設計應用之想像力建構分析—概念、操作化與實施策略。國立政治大學文化創意產業發展研討會,2011年12月5日。\n董雪潔(2013)。我國大陸與臺灣地區小學語文教材中的古詩文比較——以蘇教版和臺灣國立編譯局版為例。世界教育資訊,26(13),68-72。\n董學文(2001)。文學原理。北京大學出版社。\n高嵩(2017)。虛擬實境技術在高中地理教學中的應用研究。(碩士論文,福建師範大學)。\n關玲(2018)。《中華好詩詞》的歷史價值與現實意義。中國廣播電視學刊(12),46-48。\n郭晴(2016)。談古風歌詞對古典詩詞的傳承。教育教學論壇,42,91-93。\n郭生玉(1982)。教師期望與學生內外控信念關係之研究。教育心理學報。\n洪永忠(2002)。中國古代文人的悲劇意識——從馬致遠《 天淨沙·秋思》說起。大理學院學報。\n黃光楊(2008)。教育測量與評價。上海華東師範大學出版社。\n黃慶生(1953)。一篇很不好教的課文——〈背影〉。《人民教育》1951年第3期。\n黃禹康(2013)。小橋流水人家——尋訪馬致遠故里。上海房地,1,59-59。\n李昊倫(2018)。VR技術與互聯網教育的結合研究。中國新通信,20(24),170。\n李良品(2006)。中國語文教材發展史,重慶出版社。\n李淑寧(2002)。馬致遠生平新考。藝術百家,1,79-82。\n李曉宏(2005)。中國語文教材歷史發展軌跡綜述。長治學院學報,03,79-81。\n梁朝雲、張弘毅(民88)。網路虛擬實境與情境學習的整合應用。教育資料與圖書館學,36(2),197-224。\n林生傳(2003)。 教育研究法: 全方位的統整與分析。 心理出版社股份有限公司。\n劉加霞、辛濤 (2000)。 中學生學習動機, 學習策略與學業成績的關係研究。 教育理論與實踐, 20(9), 54-58。\n劉繼潮(2004)。建構古典山水畫空間理論的話語體系——釋 “以大觀小” 的思維智慧。美術研究,2,48-55。\n聶菲(2016)。“能力層級”要求下的高中教材古詩文練習設計研究。(碩士論文,雲南師範大學)。\n諾曼(Donald, A. N.)(2014)。設計的心理學:人性化的產品設計如何改變世界(The Design of Everyday Things:Revised & expanded edition)(陳宜秀譯)。臺北市:遠流。(原作2013年出版)\n歐倩(2018)。大陸與臺灣初中語文教材選文系統比較研究。(碩士論文,四川師範大學)。\n歐運波(2017)。意境理論與初中古詩文課堂建構。(碩士論文,雲南師範大學)。\n潘鋒(2007)。建國初期語文教育借用蘇聯教育經驗的歷史研究。(碩士論文,湖南師範大學)。\n阮氏惠(民99)。A virtual reality learning game by using stereoscopic and interaction。國立中央大學嵌入式系統產業研發碩士外國學生專班。\n尚曉菲(2013)。高中文言文教學現狀調查研究。(碩士論文,瀋陽師範大學)。\n宋如泰。 (2017)。 智慧桌遊: 運用數據記錄與分析瞭解使用者體驗與學習歷程 (Doctoral dissertation, 宋如泰)。(碩士論文,青海師範大學)\n萬恒德(1986)。中學語文教學概論。南京江蘇古籍出版社。\n王愛平、車宏生(2005)。學習焦慮,學習態度和投入動機與學業成績關係的研究——關於《 心理統計學》學習經驗的調查。心理發展與教育, 21(1),55-59, 86。\n王伯敏(1995)。倪瓚山水畫的空疏美。新美術,1(9),9。\n王操、王睿琪(2018)。古風音樂發展與研究述評。文學教育(上),11,112-114。\n王剛(2018)。古詩文教學傳承傳統文化的難點及對策。語文建設,15,73-75。\n王敏(2018)。 近三年中國大陸與臺灣地區高考語文古詩文試題比較研究 (碩士論文, 華中師範大學)。\n王維花、趙開玲、李飛(2018)。淺談“以讀代講 古文新讀”教學模式。學週刊,36,88-89。\n王文科、王智弘 (2014)。 教育研究法。台灣五南圖書出版股份有限公司。\n王仲傑、軒穎(2013)。小學語文課程與教學。東北師範大學出版社。\n魏崇武(1994)。《天淨沙·秋思》片談。重慶三峽學院學報,51-55。\n吳曼璐(2018)。“互聯網+”時代的古詩文教學研究。(碩士論文,湖南師範大學)。\n吳明靖(2019)。淺析電視媒體對傳統文化的創新傳播——以《中國詩詞大會》和《經典詠流傳》為例。北京財貿職業學院學報,35(01),69-72。\n蕭靖慧、徐秀菊(2010)。運用敘事課程之繪本創作教學研究。視覺藝術論壇,5,142-162。\n許歡(2018)。中國古風藝術歌曲演唱的美學特徵研究 (碩士論文,西南交通大學)。\n許育齡、陳聖智、許明潔(2011)。促發數位設計學生想像的心理因素及其影響。教學科技與媒體,98,16-31。\n許育齡、梁朝雲(2012)。探究想像力的意涵與特徵:探索性與驗證性因素分析之發現。教育心理學報,44(2),349-374。\n徐訏(1933)。論文言文的好處。《論語》半月刊,1933年第26期。\n薛怡(2018)。文言詩文教學方法略談——以《氓》為例。語文教學通訊·D刊(學術刊),11,68-70。\n顏虹、徐勇勇(2017)。醫學統計學。人民衛生出版社。\n葉謹睿(2010),互動設計概論。88-89。\n於波(2018)。小學古詩文教學的難點與對策。大連教育學院學報,34(02),78-79。\n張慶(2016)。新中國人教版高中語文教材古詩文選編研究。(碩士論文,華中師範大學)。\n曾小紅(2010)。淺談《天淨沙•秋思》的美學因素。文學教育,2010(4A),96-96。\n張厚粲、徐建平(2009)。現代心理與教育統計學。北京師範大學出版社。\n張紅坡、張海峰(2012)。SPSS 統計分析實用寶典。清華大學出版社。\n張叢林(1999)。馬致遠《天淨沙·秋思》 的藝術表現。安徽教育學院學報 (哲學社會科學版)。\n張翼(2004)。馬致遠《天淨沙·秋思》中情與景的構造。黔東南民族師範高等專科學校學報,2004(04),44-47。\n張曉蕾、黃振中、李曼麗(2017)。線上學習者“交互學習”體驗及其對學習效果影響的實證研究。清華大學教育研究,2,117-124。\n趙晗(2018)。香港啟思版初中《中國語文》(第四版)教材研究。(碩士論文,青海師範大學)。\n鍾佩君(2017)。初探新版柯氏學習評估模式。評鑑雙月刊,68,34-38。\n中華人民共和國教育部(2017)。2017年普通高等學校招生全國統一考試語文考試大綱。\n中華人民共和國教育部(2018)。2018年普通高等學校招生全國統一考試語文考試大綱。\n中華人民共和國教育部(2017)。2017年普通高等學校招生全國統一考試江蘇語文卷。\n中華人民共和國教育部(2018)。2018年普通高等學校招生全國統一考試江蘇語文卷。\n中華人民共和國教育部(2010)。國家中長期教育改革和發展規劃綱要(2010—2020年)。\n中華人民共和國教育部(2010)。教育資訊化十年發展規劃(2011—2020年)。\n中華人民共和國教育部(2018)。教育資訊化「十三五」規劃(2018)。\n中華人民共和國教育部(2018)。2018年教育資訊化和網路安全工作要點。\n周俊(2017).問卷數據分析-破解SPSS的六類分析思路。電子工業出版社。\n周正逵(2013)語文教育改革縱橫談。教育科學出版社,112-113,118-119。\n朱佩紅(2006)。中學語文文言文閱讀教學策略初探。(碩士論文,華東師範大學)。\n\n\n英文文獻\nAdams, H., Shinn, J., Morrel, W. G., Noble, J., & Bodenheimer, B. (2019, March). Development and evaluation of an immersive virtual reality system for medical imaging of the ear. In Medical Imaging 2019: Image-Guided Procedures, Robotic Interventions, and Modeling (Vol. 10951, p. 1095111). International Society for Optics and Photonics.\nAdams, R. J., & Hannaford, B. (2002). Control law design for haptic interfaces to virtual reality. IEEE Transactions on control systems technology, 10(1), 3-13.\nAnderson, T. (2003). Modes of interaction in distance education: Recent developments and research questions. Handbook of distance education, 129-144.\nAkizuki, H., Uno, A., Arai, K., Morioka, S., Ohyama, S., Nishiike, S., Takeda, N. et al. (2005). Effects of immersion in virtual reality on postural control. Neuroscience letters, 379(1), 23-26.\nAusubel, D. P., Novak, J. D., & Hanesian, H. (1968). Educational psychology: A cognitive view.\nAusburn, L. J., & Ausburn, F. B. (2004). Desktop virtual reality: A powerful new technology for teaching and research in industrial teacher education. Journal of Industrial Teacher Education, 41(4), 1-16.\nArndt, S., Turvey, C., & Andreasen, N. C. (1999). Correlating and predicting psychiatric symptom ratings: Spearmans r versus Kendalls tau correlation. Journal of psychiatric research, 33(2), 97-104.\nBalamuralithara, B., & Woods, P. C. (2009). Virtual laboratories in engineering education: The simulation lab and remote lab. Computer Applications in Engineering Education, 17(1), 108-118.\nBeaney, M. (2005). Imagination and creativity (Vol. 4). Open University Worldwide Ltd.\nBell, J. T., & Fogler, H. S. (2004). The Application of Virtual Reality to (Chemical Engineering) Education. VR, 4, 217-218.\nBellini, H., Chen, W., Sugiyama, M., Shin, M., Alam, S., & Takayama, D. (2016). Virtual and Augmented Reality: Understanding the Race for the Next Computing Platform, The Goldman Sachs Group.\nBerg, L. P., & Vance, J. M. (2017). Industry use of virtual reality in product design and manufacturing: a survey. Virtual reality, 21(1), 1-17.\nBloom, B. S. (1984). Taxonomy of educational objectives (1956). David McKay: New York.\nBogdewic, S. P. (1992). Participant observation.\nBorshchev, A. (2013). The big book of simulation modeling: multimethod modeling with AnyLogic 6. AnyLogic North America.\nBurdea, G. C., & Coiffet, P. (2003). Virtual reality technology. John Wiley & Sons.\nBurdea, G. C. (2004). Teaching virtual reality: Why and how?. Presence: Teleoperators & Virtual Environments, 13(4), 463-483.\nBurke, B. (2014). 6E Learning by Design Model.\nBredo, E. (1994). Reconstructing educational psychology: Situated cognition and Deweyian pragmatism. Educational psychologist, 29(1), 23-35.\nBricken, M., & Byrne, C. M. (1993). Summer students in virtual reality: A pilot study on educational applications of virtual reality technology. In Virtual reality (pp. 199-217). Academic Press.\nChang, C. C., Liang, C., & Chen, Y. H. (2013). Is learner self-assessment reliable and valid in a Web-based portfolio environment for high school students?. Computers & Education, 60(1), 325-334.\nChen, F., Lin, Y. C., Chien, J. W., & Tsai, C. E. (2016, December). Virtual reality for digital user experience and interactive learning based on user satisfaction: A pilot study. In 2016 International Conference on Computational Science and Computational Intelligence (CSCI) (pp. 374-377). IEEE.\nChen, S. C., Huang, Y. H., & Liang, C. Y. (2012). The combined effects of learning environment and personality traits on student imagination. 教學科技與媒體, (102), 2-18.\nComenius, J. A. (1986). Didáctica magna (Vol. 133). Ediciones Akal.\nÇeltek, E. (2019). Advantages of Augmented Reality, Virtual Reality, QR Code, Near Field Communication, Geo-Tagging, Geo-Fencing, and Geo-Targeting for Marketing Tourism. In Smart Marketing With the Internet of Things (pp. 94-113). IGI Global.\nDewaele, J. M. (2005). Investigating the psychological and emotional dimensions in instructed language learning: Obstacles and possibilities. The Modern Language Journal, 89(3), 367-380.\nDewey, J. (1958). Experience and nature (Vol. 471). Courier Corporation.\nDiCicco‐Bloom, B., & Crabtree, B. F. (2006). The qualitative research interview. Medical education, 40(4), 314-321.\nElliot, A. J., & Maier, M. A. (2014). Color psychology: Effects of perceiving color on psychological functioning in humans. Annual review of psychology, 65, 95-120.\nEisinga, R., Te Grotenhuis, M., & Pelzer, B. (2013). The reliability of a two-item scale: Pearson, Cronbach, or Spearman-Brown?. International journal of public health, 58(4), 637-642.\nFoxlin, E., Harrington, M., & Pfeifer, G. (1998, July). Constellation: A wide-range wireless motion-tracking system for augmented reality and virtual set applications. In Proceedings of the 25th annual conference on Computer graphics and interactive techniques (pp. 371-378). ACM.\nGee, J. P. (2003). What video games have to teach us about learning and literacy. Computers in Entertainment (CIE), 1(1), 20-20.\nHanington, B., & Martin, B. (2012). Universal methods of design: 100 ways to research complex problems, develop innovative ideas, and design effective solutions. Rockport Publishers.\nHauke, J., & Kossowski, T. (2011). Comparison of values of Pearson`s and Spearman`s correlation coefficients on the same sets of data. Quaestiones geographicae, 30(2), 87-93.\nHerz, M., & Rauschnabel, P. A. (2019). Understanding the diffusion of virtual reality glasses: The role of media, fashion and technology. Technological Forecasting and Social Change, 138, 228-242.\nHodgson, P., Lee, V. W., Chan, J. C., Fong, A., Tang, C. S., Chan, L., & Wong, C. (2019). Immersive Virtual Reality (IVR) in Higher Education: Development and Implementation. In Augmented Reality and Virtual Reality (pp. 161-173). Springer, Cham.\nHongo, K., Kobayashi, S., Kakizawa, Y., Koyama, J. I., Goto, T., Okudera, H., Takakura, K, et al.(2002). NeuRobot: telecontrolled micromanipulator system for minimally invasive microneurosurgery—preliminary results. Neurosurgery, 51(4), 985-988.\nHoque, Z., & James, W. (2000). Linking balanced scorecard measures to size and market factors: impact on organizational performance. Journal of management accounting research, 12(1), 1-17.\nHou, H. T., & Li, M. C. (2014). Evaluating multiple aspects of a digital educational problem-solving-based adventure game. Computers in Human Behavior, 30, 29-38.\nIngrassia, T., & Cappello, F. (2009). VirDe: a new virtual reality design approach. International Journal on Interactive Design and Manufacturing (IJIDeM), 3(1), 1-11.\nJaworski, A., & Coupland, N. (Eds.). (2014). The discourse reader (Vol. 2). Nueva York, NY: Routledge.\nJerald, J. (2015). The VR book: Human-centered design for virtual reality. Morgan & Claypool.\nJonassen, D. H. (1991). Objectivism versus constructivism: Do we need a new philosophical paradigm?. Educational technology research and development, 39(3), 5-14.\nJörg, T. (2004). A theory of reciprocal learning in dyads. Cognitive systems, 6(2/3), 159-170.\nKeshner, E. A., Streepey, J., Dhaher, Y., & Hain, T. (2007). Pairing virtual reality with dynamic posturography serves to differentiate between patients experiencing visual vertigo. Journal of NeuroEngineering and Rehabilitation, 4(1), 24.\nKiili, K. (2005). Digital game-based learning: Towards an experiential gaming model. The Internet and higher education, 8(1), 13-24.\nKiili, K. (2006). Evaluations of an experiential gaming model. Human Technology: An Interdisciplinary Journal on Humans in ICT Environments.\nKirkpatrick, J. D. & Kirkpatrick, W. K. (2016). Kirkpatrick four levels® evaluation certificate program. Orlando, FL: Training 2017 Conference & Expo Publishers.\nKolb, D. A. (1984). Experience as the source of learning and development. Upper Sadle River: Prentice Hall.\nKrashen, S. D. (1982). Child-Adult Differences in Second Language Acquisition. Series on Issues in Second Language Research. Newbury House Publishers, Inc., Rowley, MA 01969.\nLaird, D., Holton, E. F., & Naquin, S. S. (2003). Approaches to training and development: revised and updated. Basic Books.\nLave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge university press.\nLarson, M. B., & Lockee, B. B. (2013). Streamlined ID: A practical guide to instructional design. Routledge.\nLepper, M. R., & Chabay, R. W. (1985). Intrinsic motivation and instruction: Conflicting views on the role of motivational processes in computer-based education. Educational Psychologist, 20(4), 217-230.\nLiagkou, V., Salmas, D., & Stylios, C. (2019). Realizing Virtual Reality Learning Environment for Industry 4.0. Procedia CIRP, 79, 712-717.\nLindqvist, G. (2003). Vygotsky`s theory of creativity. Creativity Research Journal, 15(2-3), 245-251.\nMayer, R. E. (2002). Multimedia learning. In Psychology of learning and motivation (Vol. 41, pp. 85-139). Academic Press.\nMalone, T. W. (1987). Making learning fun: A taxonomic model of intrinsic motivations for learning. Conative and affective process analysis.\nMano, M. M., & Kime, C. R. (2001). Logic and Computer Design Fundamentals 2nd Edition Updated (Vol. 6). Chapter.\nMazuryk, T., & Gervautz, M. (1996). Virtual reality-history, applications, technology and future.\nMcLuhan, M., & MCLUHAN, M. A. (1994). Understanding media: The extensions of man. MIT press.\nMiddleton, T., & Boman, D. (1994). Simon Says: Using speech to perform tasks in virtual environments. In The Second Annual Conference on Virtual Reality and Persons with Disabilities.\nMingyong, Z. (2015, February). The effect of attitude on foreign language learning and teaching in institutes of higher vocational education based on affective filter hypothesis. In 2015 International Conference on Futuristic Trends on Computational Analysis and Knowledge Management (ABLAZE) (pp. 728-733). IEEE.\nMoore, M. G. (1989). Three types of interaction.\nMorrison, G. R., Ross, S. J., Morrison, J. R., & Kalman, H. K. (2019). Designing effective instruction. Wiley.\nNakamura, J., & Csikszentmihalyi, M. (2009). Flow theory and research. Handbook of positive psychology, 195-206.\nNielsen, J., & Mack, R. L. (Eds.). (1994). Usability inspection methods (Vol. 1). New York: Wiley.\nOliver, R. A., Cancio, J. M., Rábago, C. A., & Yancosek, K. E. (2019). Impact of fire arms training in a virtual reality environment on occupational performance (marksmanship) in a polytrauma population. Military medicine.\nOsborn, A. (2012). Applied Imagination-Principles and Procedures of Creative Writing. Read Books Ltd.\nOsgood, C. E., Suci, G. J., & Tannenbaum, P. H. (1957). The measurement of meaning (No. 47). University of Illinois press.\nJason, O., Kiyoshi, K., & Haruo, T. (2017). Virtual and augmented reality on the 5g highway. 情報処理学会論文誌, 58(2).\nPsotka, J. (1995). Immersive training systems: Virtual reality and education and training. Instructional science, 23(5-6), 405-431.\nPavlis-Korres, M. (2010). Development of a framework for the e-education of educators of special groups aiming to improve their compatibility with their learners.\nPhillips, J. J. (2012). Return on investment in training and performance improvement programs. Routledge.\nPiaget, J., Elkind, D., & Tenzer, A. (1967). Six psychological studies (Vol. 4). New York: Random House.\nPiskurich, G. M. (2015). Rapid instructional design. Wiley.\nPrensky, M. (2001). Digital natives, digital immigrants part 1. On the horizon, 9(5), 1-6.\nPrensky, M. (2003). Digital game-based learning. Computers in Entertainment (CIE), 1(1), 21-21.\nRosen, L. D. (2010). Rewired: Understanding the iGeneration and the way they learn. St. Martin`s Press.\nSalomon, G., Perkins, D. N., & Globerson, T. (1991). Partners in cognition: Extending human intelligence with intelligent technologies. Educational researcher, 20(3), 2-9.\nSanders, E. B. N., Brandt, E., & Binder, T. (2010, November). A framework for organizing the tools and techniques of participatory design. In Proceedings of the 11th biennial participatory design conference (pp. 195-198). ACM.\nSchwienhorst, K. (2002). Why virtual, why environments? Implementing virtual reality concepts in computer-assisted language learning. Simulation & Gaming, 33(2), 196-209.\nSeiler, L., Carmean, D., Sprangle, E., Forsyth, T., Abrash, M., Dubey, P.,& Espasa, R. (2008, August). Larrabee: a many-core x86 architecture for visual computing. In ACM Transactions on Graphics (TOG) (Vol. 27, No. 3, p. 18). ACM.\nShaffer, D. W. (2006). Epistemic frames for epistemic games. Computers & education, 46(3), 223-234.\nSquire, K. (2005). Game-based learning: Present and future state of the field. Masie center e-learning consortium.\nStein, N. L., & Glenn, C. G. (1975). An Analysis of Story Comprehension in Elementary School Children: A Test of a Schema.\nStockwell, P. (2005). Cognitive poetics: An introduction. Routledge.\nTapscott, D. (2008). Grown up digital. Boston: McGraw-Hill Education.\nTennant, G. (2017). Six Sigma: SPC and TQM in manufacturing and services. Routledge.\nTideman, M., van der Voort, M. C., & van Houten, F. J. (2008). A new product design method based on virtual reality, gaming and scenarios. International Journal on Interactive Design and Manufacturing (IJIDeM), 2(4), 195-205.\nWiederhold, B. K., & Riva, G. (2019). Virtual Reality Therapy: Emerging Topics and Future Challenges. Cyberpsychology, Behavior, and Social Networking, 22(1), 3-6.\nWyszecki, G., & Stiles, W. S. (1982). Color science (Vol. 8). New York: Wiley.\nZhou, X. (2019). VRML-based real estate 3D virtual scene display and its impact on property prices. Multimedia Tools and Applications, 1-13.\n\n電子網路資料\nHand, R. Infinite Z Launches zSpace Virtual Holographic 3D Display for Designers; VizWorld. com; Dec. 13, 2011. from https://zspace.com/\nThe SPSSAU project (2019). SPSSAU. (Version 20.0)[Online Application Software]. Retrieved from https://www.spssau.com.
描述: 碩士
國立政治大學
數位內容碩士學位學程
106462016
資料來源: http://thesis.lib.nccu.edu.tw/record/#G0106462016
資料類型: thesis
Appears in Collections:學位論文
學位論文

Files in This Item:
File SizeFormat
201601.pdf7.85 MBAdobe PDF2View/Open
Show full item record

Google ScholarTM

Check

Altmetric

Altmetric


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.