| dc.contributor.advisor | 湯志民<br>張奕華 | zh_TW |
| dc.contributor.advisor | Tang,Chih Min<br>Chang,I Hua | en_US |
| dc.contributor.author (Authors) | 傅傑瑞 | zh_TW |
| dc.contributor.author (Authors) | Fulton,Gerald C. | en_US |
| dc.creator (作者) | 傅傑瑞 | zh_TW |
| dc.creator (作者) | Fulton,Gerald C. | en_US |
| dc.date (日期) | 2007 | en_US |
| dc.date.accessioned | 17-Sep-2009 15:09:50 (UTC+8) | - |
| dc.date.available | 17-Sep-2009 15:09:50 (UTC+8) | - |
| dc.date.issued (上傳時間) | 17-Sep-2009 15:09:50 (UTC+8) | - |
| dc.identifier (Other Identifiers) | G0911525172 | en_US |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/33044 | - |
| dc.description (描述) | 博士 | zh_TW |
| dc.description (描述) | 國立政治大學 | zh_TW |
| dc.description (描述) | 教育研究所 | zh_TW |
| dc.description (描述) | 91152517 | zh_TW |
| dc.description (描述) | 96 | zh_TW |
| dc.description.abstract (摘要) | 無 | zh_TW |
| dc.description.abstract (摘要) | Motivation is an important and essential element in promoting student learning and ensuring student success. Educators have used various methods and materials in search of ways to motivate their students to be involved with their studies and to take control of their own learning. One currently used direction involves the use of technology and technological tools to provide motivation. This is due partly to the increased use of technology and computers by students themselves, but also due to technology’s ability to deliver a more interesting and knowledge-rich educational experience. This study looked at using student-built virtual worlds as a vehicle for providing academic motivation and for enhancing constructivist learning in an English as a foreign language (EFL) classroom environment. Constructivist learning environments encourage students to actively participate in class activities, intensively collaborate with others, and deeply reflect on their own experiences related their own learning processes, and this study used virtual world building as the basis of course content and as an educational method for providing motivation towards learning English. Thirty-five Taiwanese university students took part in a conversation course which blended virtual world building instruction with related conversation activities. Students constructed virtual worlds which were based on a story of their own choosing and performed conversation activities related to the building elements of their created virtual worlds. The study used a mixed methods research methodology to investigate the specific case and utilized both qualitative and quantitative methods and measures in course of the investigation. Qualitative data included surveys related to second language learning and computer motivation as well as a survey regarding the constructivist learning environment of the technologically oriented course. Qualitative data included in-depth student interviews and teacher observation journal information. These data were collected, analyzed, and evaluated based on the mixed methods research triangulation design. The pretest to posttest survey comparison did not show an increase in motivation towards English or in computer attitude over the timeframe of the course; however, posttest statements regarding motivation towards both English and computers were generally positive. In addition, quantitative and qualitative data indicated the favorable constructivist environment of the course and its activities. Students were motivated to put time and effort into their virtual worlds and reported that these activities not only helped them to think about their projects but also allowed them to use their English skills. Overall, this study showed that student-built virtual worlds can provide a motivating and intellectually stimulating constructivist environment in an EFL setting. | en_US |
| dc.description.tableofcontents | TABLE OF CONTENTSABSTRACT iiiLIST OF TABLES viiiLIST OF FIGURES ixCHAPTER1. INTRODUCTION 1 1.1 Introduction 1 1.2 Background 1 1.3 Purposes of the Study 7 1.4 Research Questions 7 1.5 Limitations, Assumptions and Importance 8 1.6 Research Ethics 11 1.7 Key Terms 12 1.8 Summary 152. REVIEW OF THE LITERATURE 17 2.1 Introduction 17 2.2 Technological Studies 17 2.3 Text-based Tools 18 2.4 Graphics Based Tools 22 2.5 Theoretical Concepts and Issues 39 2.6 Studies of Virtual Worlds and Education 53 2.7 Concerns and Issues with Virtual Worlds 59 2.8 Virtual System 62 2.9 Summary 673. METHODOLOGY 69 3.1 Introduction 69 3.2 Focus and Phenomenon 69 3.3 Mixed Methods Research 79 3.4 Quantitative Methods 82 3.5 Qualitative Methods 86 3.6 Triangulation Design 92 3.7 Summary 954. RESULTS AND DISCUSSION 99 4.1 Introduction 99 4.2 Quantitative Measures 99 4.3 Qualitative Measures 110 4.4 Separated Summary of Results 124 4.5 Discussion of Results 126 4.6 Merged Summary of Results 133 4.7 Overall Summary of Results and Discussion 1375. CONCLUSIONS AND RECOMMENDATIONS 139 5.1 Introduction 139 5.2 Conclusions 139 5.3 Recommendations 141REFERENCES 145APPENDIX A Information and Consent Form 161 B Freeware User Agreement Information 162 C Vircon Web Page 164 D Background English Education and Computer Use Survey 174 E Computer Motivation Pretest/posttest Survey 175 F English Motivation Pretest/posttest Survey 176 G Constructivist Multimedia Learning Environment Survey 178 H Computer Chat Log Page 181 I Open-ended Interview Questions 182 J Student Interview Narratives 183LIST OF TABLESTable Page1 Constructivist Learning Aspects of Current Educational Tools 372 Week by Week List of Virtual World Building and Conversation Activities 753 English Education Background Information 1004 Computer Usage Background Information 1015 Pretest/Posttest Computer Motivation Paired Means 1026 Computer Motivation Posttest Survey Statements 1037 Pretest/Posttest English Motivation Paired Means 1038 English Motivation Posttest Survey Statements 1059 English Motivation Posttest Survey Subsections 10610 Constructivist Multimedia Learning Environment 10711 Constructivist Multimedia Learning Environment Subsections 10812 Chat Lines by Week 10913 Student Outside of Class Building Reports 11014 Teacher Observation Matrix 12315 Motivation Characteristics and Findings Matrix 13416 Constructivist Learning Environment and Findings Matrix 136LIST OF FIGURESFigure Page1 Screenshot of ABNet2 Interface 642 Screenshot of PhotoFiltre 643 Screenshot of Irfan View 654 Screenshot of Avatar Studio 655 Screenshot of Flux Studio 666 Screenshot of Google SketchUp 667 Screenshot of Vircon Web Page 778 Screenshot of Virtual System Entry Page 789 Screenshot of Virtual System 3D Chat Page 7910 2 x 2 Matrix for Maximal Variation Sampling of Interview Participants 8811 Screenshot of Example Virtual Story World 9212 Triangulation Design: Convergence Model 9413 Visual Diagram of Mixed Methods Research Triangulation Design 97 | zh_TW |
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| dc.language.iso | en_US | - |
| dc.source.uri (資料來源) | http://thesis.lib.nccu.edu.tw/record/#G0911525172 | en_US |
| dc.subject (關鍵詞) | 無 | zh_TW |
| dc.title (題名) | 使用學生製作立體虛擬世界以提昇動機和建構式學習策略：以英語為第二外語的台灣大學生為例 | zh_TW |
| dc.title (題名) | Using Student-built 3D Virtual Worlds to Promote Motivation and | en_US |
| dc.type (資料類型) | thesis | en |
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