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題名 混合式虛擬實境協同學習導覽系統實現新型態導覽 體驗 - 以指南宮大雄寶殿為例
Research and creation of digital tour guide system using collaborative learning in VR – An example of "Daxiong Baodian of Chin-Nan Temple"作者 李威霖
Li, Wei-Lin貢獻者 蔡子傑<br>陶亞倫
Tsai, Tzu-Chieh<br>Tao, Ya-Lun
李威霖
Li, Wei-Lin關鍵詞 虛擬實境
協同學習
數位導覽
ARCS學習動機模式
遊戲式學習
Virtual Reality
Collaborative Learning
Digital Tour Guide
ARCS Model
Digital Game-based Learning日期 2019 上傳時間 5-Sep-2019 17:27:33 (UTC+8) 摘要 目前現場的景點導覽雖有 App 或 AR 等新型態數位導覽，但遠距導覽仍以網頁的 圖文為主，並未依據內容做適性化調整，使用者並未感受到數位導覽的樂趣。本研究建置一以結合物件式虛擬實境與影像式虛擬實境之混合式虛擬實境之沈浸 導覽系統，並運用協同學習的概念進行雙人互動。為觀測結果，本實驗分為雙人 VR 組、單人 VR 組、單人電腦螢幕組進行比較，並以 John M. Keller 教授所提出之 ARCS 動機模式四個構面:Attention (注意)、Relevance (關聯)、Confidence (信心) 和 Satisfaction (滿足) 評測使用者的學習動機，與 Witmer 等人提出之 PQ 臨場感體驗量表 的兩個構面:Involvement (投入) 與 Adaptation/Immersion (適應/沉浸) 評測臨場感體驗。根據問卷結果分析、系統記錄與觀察結果，該遊戲在 ARCS 中的三個構面表現良 好，但需調整遊戲難度來提升「信心」構面，使用者在雙人 VR 組有較好的學習體驗， 答對率也較高。本研究價值貢獻在於提供協同學習與 VR 數位導覽的設計方向，未來 期望能擴充設計不同類型的景點內容與發展多人線上平台，令使用者在各地即時連線 使用。
At present, most of the on-site sightseeing guides utilize some digital tour guide systems such as App or AR. However, the remote guide system is still based on the photos and texts of the webpages. The user cannot enjoy the guide deeply and immersively.This research designs an immersive tour guide system that combines the graphic-based VR and image-based VR, and uses the concept of collaborative learning to interact with each other. For comparisons, the subject participants are divided into three groups: double-team VR group, single VR group, single computer screen group. Four aspects of ARCS model proposed by Professor John M. Keller: “Attention”, “Relevance”, “Confidence” and “Satisfaction” are used to evaluate the user`s motivation for learning, and two aspects of the Presence Questionnaire (PQ) proposed by Witmer et al.: “Involvement” and “Adaptation/Immersion” are used to measure the presence.According to the results of the questionnaire analysis and observation, the double-team groups performed well in the three aspects of the ARCS, except the “Confidence” aspect due to the difficulty of the game. The users have good learning experience in the double-team VR group, and achieve higher the average correct ratio than other groups. The contribution of this research is to provide a design direction of collaborative learning and VR digital tour guide system. In the future, we hope to design different types of attractions and develop a multiplayer online platform, so that users can play this game with others in real time.參考文獻 李佩蓉 (2010)。消費者在虛擬實境中的臨場感體驗與沈浸傾向之研究:以商業動 感模擬遊戲機為例。國立交通大學，經營管理研究所碩士學位論文。吳世光、陳建和 (2002)。影像式虛擬實境之發展及其在觀光產業應用之研究。觀光研究學報，DOI:10.6267/JTLS.2002.8(1)7，Page:109-125。孫琇瑩 (2000)。不同程度動機提升策略對國小學童網頁教材學習動機之影響。國立 花蓮師範學院，國小科學教育研究所。陳芸慧 (2006)。 建構主義理論之探討。網路社會學通訊期刊, Page: 53。黃英哲 (2010)。虛擬實境應用於導覽系統之研究。南台科技大學，多媒體與電腦娛樂科學研究所碩士學位論文。黃勉雄 (2010)。台北市指南宮(木柵仙公廟)之研究。佛光大學生命與教育學系研究所碩士論文。廖述盛、黃秀美、賴崇閔 (2011)。虛擬實境結合問題導向學習應用於行動化醫學教育之研究。科學教育學刊，19(3)，Page:237-256。鄭嘉鼎 (2016)。iBeaGuide 導覽服務系統之設計與研發。國立政治大學，數位內容碩士學位學程論文。賴怡蓁 (2017)。運用沈浸式虛擬實境呈現華語文數位學習遊戲之創作與研究—以VR 呈現《Chinese I Spy》遊戲為例。國立臺北科技大學，互動設計系研究所碩士學位論文。錢傳明 (2008)。支援同儕學習的程式語言教學平台。國立雲林科技大學資訊管理系碩士論文。Burguillo, J. C. (2010). Using game theory and Competition-based Learning to stimulate student motivation and performance. Computers & Education 55(2):566-575.Carr-Chellman, A.A., Dyer, D. & Breman, J. (2000). Burrowing through the Network Wires: Does Distance Detract from Collaborative Authentic Learning?. The Journal of Distance Education / Revue de l’ducation Distance, 15(1), 39-62.Athabasca University Press. Retrieved January 29, 2019 from https://www.learntechlib.org/p/92004/.Dickey, M. D. (2011). Murder on Grimm Isle: The impact of game narrative design in an educational game-based learning environment. British Journal of Educational, 42(3), 456-469Dillenbourg P. (1999). What do you mean by collaborative learning? In: Dillenbourg P(ed) Collaborative-learning: cognitive and computational approaches. Elsevier, Oxford, pp 1–19Dillenbourg, P., Järvelä, S., & Fischer, F. (2007). The evolution of research on computer-supported collaborative learning: from design to orchestration. Kaleidoscope Legacy Book.Edens, K. M. (2000). Preparing problem solvers for the 21st century through Problem- based Learning. College Teaching, 48(2), 55-60.Hogle, J. G., (1996).Considering Games as Cognitive Tools: In Search of Effective “Edutainment”, University of Georgia Department of Instructional Technology.Hong, J. C., Cheng, C. L., Hwang, M. Y., Lee, C. K., & Chang, H. Y. (2009). Assessing the educational values of digital games. Journal of Computer Assisted Learning, 25, 423–437.I, Sutherland (1965) The Ultimate Display. Proceedings of IFIP Congress 2, pp.506-509Jaime Sánchez*, Ruby Olivares (2011). Problem solving and collaboration using mobile serious games. Computers & Education 57 (2011) 1943–1952Javier Onrubia, Anna Engel (2009). Strategies for Collaborative Writing and Phases of Knowledge Construction in CSCL Environments. Computers & Education, 53(4), 1256-1265.John M. Keller (1987). Development and Use of the ARCS Model of Instructional Design. Journal of instructional development, 10(3), 2-10Lasse Lipponen (2002). Exploring foundations for computer-supported collaborative learning,Pages 72-81Marc Prensky (2001). Digital game-based learning. New York: McGraw-Hill.Ebner, M. & Holzinger, A. (2007). Successful Implementation of User-Centered GameBased Learning in Higher Education: An Example from CivilEngineering. Computers & Education, 49(3), 873-890. Elsevier Ltd. Retrieved January 29, 2019 from https://www.learntechlib.org/p/66500/.Michael Gervautz, Tomasz Mazuryk (1996). Virtual Reality – History, Applications,Technology and Future, Institute of Computer Graphics Vienna University of Technology, AustriaMonahan, T., McArdle, G., & Bertolotto, M. (2008). Virtual reality for collaborative e- learning. Computers & Education, 50(4), 1339-1353.Tammy Schellens, Martin Valcke (2005). Collaborative learning in asynchronous discussion groups: What about the impact on cognitive processing? Computers in Human Behavior, 21(6), 957-975.Witmer, B. G., & M. J. (1998). “Measuring presence in virtual environments: A presence questionnaire”, Presence: Teleoperators and Virtual Environments, 7(3), 225-240.Witmer, B. G., Jerome, C. J., & Singer, M. J. (2005). “The factor structure of the Presence Questionnaire”, Presence: Teleoperators and Virtual Environments, 14(3), 298-312.Woo, J.-C. (2014). Digital Game-Based Learning Supports Student Motivation, Cognitive Success, and Performance Outcomes. Educational Technology & Society, 17 (3), 291–307. 描述 碩士
國立政治大學
數位內容碩士學位學程
105462013資料來源 http://thesis.lib.nccu.edu.tw/record/#G1054620131 資料類型 thesis dc.contributor.advisor 蔡子傑<br>陶亞倫 zh_TW dc.contributor.advisor Tsai, Tzu-Chieh<br>Tao, Ya-Lun en_US dc.contributor.author (Authors) 李威霖 zh_TW dc.contributor.author (Authors) Li, Wei-Lin en_US dc.creator (作者) 李威霖 zh_TW dc.creator (作者) Li, Wei-Lin en_US dc.date (日期) 2019 en_US dc.date.accessioned 5-Sep-2019 17:27:33 (UTC+8) - dc.date.available 5-Sep-2019 17:27:33 (UTC+8) - dc.date.issued (上傳時間) 5-Sep-2019 17:27:33 (UTC+8) - dc.identifier (Other Identifiers) G1054620131 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/125909 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 數位內容碩士學位學程 zh_TW dc.description (描述) 105462013 zh_TW dc.description.abstract (摘要) 目前現場的景點導覽雖有 App 或 AR 等新型態數位導覽，但遠距導覽仍以網頁的 圖文為主，並未依據內容做適性化調整，使用者並未感受到數位導覽的樂趣。本研究建置一以結合物件式虛擬實境與影像式虛擬實境之混合式虛擬實境之沈浸 導覽系統，並運用協同學習的概念進行雙人互動。為觀測結果，本實驗分為雙人 VR 組、單人 VR 組、單人電腦螢幕組進行比較，並以 John M. Keller 教授所提出之 ARCS 動機模式四個構面:Attention (注意)、Relevance (關聯)、Confidence (信心) 和 Satisfaction (滿足) 評測使用者的學習動機，與 Witmer 等人提出之 PQ 臨場感體驗量表 的兩個構面:Involvement (投入) 與 Adaptation/Immersion (適應/沉浸) 評測臨場感體驗。根據問卷結果分析、系統記錄與觀察結果，該遊戲在 ARCS 中的三個構面表現良 好，但需調整遊戲難度來提升「信心」構面，使用者在雙人 VR 組有較好的學習體驗， 答對率也較高。本研究價值貢獻在於提供協同學習與 VR 數位導覽的設計方向，未來 期望能擴充設計不同類型的景點內容與發展多人線上平台，令使用者在各地即時連線 使用。 zh_TW dc.description.abstract (摘要) At present, most of the on-site sightseeing guides utilize some digital tour guide systems such as App or AR. However, the remote guide system is still based on the photos and texts of the webpages. The user cannot enjoy the guide deeply and immersively.This research designs an immersive tour guide system that combines the graphic-based VR and image-based VR, and uses the concept of collaborative learning to interact with each other. For comparisons, the subject participants are divided into three groups: double-team VR group, single VR group, single computer screen group. Four aspects of ARCS model proposed by Professor John M. Keller: “Attention”, “Relevance”, “Confidence” and “Satisfaction” are used to evaluate the user`s motivation for learning, and two aspects of the Presence Questionnaire (PQ) proposed by Witmer et al.: “Involvement” and “Adaptation/Immersion” are used to measure the presence.According to the results of the questionnaire analysis and observation, the double-team groups performed well in the three aspects of the ARCS, except the “Confidence” aspect due to the difficulty of the game. The users have good learning experience in the double-team VR group, and achieve higher the average correct ratio than other groups. The contribution of this research is to provide a design direction of collaborative learning and VR digital tour guide system. In the future, we hope to design different types of attractions and develop a multiplayer online platform, so that users can play this game with others in real time. en_US dc.description.tableofcontents 第一章 緒論 1第一節 研究背景與動機 1第二節 研究目的 3第三節 研究流程 3第二章 文獻探討 4第一節 虛擬實境 4第二節 數位遊戲式學習 13第三節 協同學習 16第三章 研究方法 20第一節 研究工具 20第四章 系統設計與系統實作 25第一節 系統架構 25第二節 系統設計 26第三節 內容設計 28第五章 實驗與資料分析 35第一節 實驗概況 35第二節 實驗分析 36第六章 結論與未來展望 56第一節 結論 56第二節 未來展望 56參考文獻 58附錄 61 zh_TW dc.format.extent 1875885 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G1054620131 en_US dc.subject (關鍵詞) 虛擬實境 zh_TW dc.subject (關鍵詞) 協同學習 zh_TW dc.subject (關鍵詞) 數位導覽 zh_TW dc.subject (關鍵詞) ARCS學習動機模式 zh_TW dc.subject (關鍵詞) 遊戲式學習 zh_TW dc.subject (關鍵詞) Virtual Reality en_US dc.subject (關鍵詞) Collaborative Learning en_US dc.subject (關鍵詞) Digital Tour Guide en_US dc.subject (關鍵詞) ARCS Model en_US dc.subject (關鍵詞) Digital Game-based Learning en_US dc.title (題名) 混合式虛擬實境協同學習導覽系統實現新型態導覽 體驗 - 以指南宮大雄寶殿為例 zh_TW dc.title (題名) Research and creation of digital tour guide system using collaborative learning in VR – An example of "Daxiong Baodian of Chin-Nan Temple" en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 李佩蓉 (2010)。消費者在虛擬實境中的臨場感體驗與沈浸傾向之研究:以商業動 感模擬遊戲機為例。國立交通大學，經營管理研究所碩士學位論文。吳世光、陳建和 (2002)。影像式虛擬實境之發展及其在觀光產業應用之研究。觀光研究學報，DOI:10.6267/JTLS.2002.8(1)7，Page:109-125。孫琇瑩 (2000)。不同程度動機提升策略對國小學童網頁教材學習動機之影響。國立 花蓮師範學院，國小科學教育研究所。陳芸慧 (2006)。 建構主義理論之探討。網路社會學通訊期刊, Page: 53。黃英哲 (2010)。虛擬實境應用於導覽系統之研究。南台科技大學，多媒體與電腦娛樂科學研究所碩士學位論文。黃勉雄 (2010)。台北市指南宮(木柵仙公廟)之研究。佛光大學生命與教育學系研究所碩士論文。廖述盛、黃秀美、賴崇閔 (2011)。虛擬實境結合問題導向學習應用於行動化醫學教育之研究。科學教育學刊，19(3)，Page:237-256。鄭嘉鼎 (2016)。iBeaGuide 導覽服務系統之設計與研發。國立政治大學，數位內容碩士學位學程論文。賴怡蓁 (2017)。運用沈浸式虛擬實境呈現華語文數位學習遊戲之創作與研究—以VR 呈現《Chinese I Spy》遊戲為例。國立臺北科技大學，互動設計系研究所碩士學位論文。錢傳明 (2008)。支援同儕學習的程式語言教學平台。國立雲林科技大學資訊管理系碩士論文。Burguillo, J. C. (2010). Using game theory and Competition-based Learning to stimulate student motivation and performance. Computers & Education 55(2):566-575.Carr-Chellman, A.A., Dyer, D. & Breman, J. (2000). Burrowing through the Network Wires: Does Distance Detract from Collaborative Authentic Learning?. The Journal of Distance Education / Revue de l’ducation Distance, 15(1), 39-62.Athabasca University Press. Retrieved January 29, 2019 from https://www.learntechlib.org/p/92004/.Dickey, M. D. (2011). Murder on Grimm Isle: The impact of game narrative design in an educational game-based learning environment. British Journal of Educational, 42(3), 456-469Dillenbourg P. (1999). What do you mean by collaborative learning? In: Dillenbourg P(ed) Collaborative-learning: cognitive and computational approaches. Elsevier, Oxford, pp 1–19Dillenbourg, P., Järvelä, S., & Fischer, F. (2007). The evolution of research on computer-supported collaborative learning: from design to orchestration. Kaleidoscope Legacy Book.Edens, K. M. (2000). Preparing problem solvers for the 21st century through Problem- based Learning. College Teaching, 48(2), 55-60.Hogle, J. G., (1996).Considering Games as Cognitive Tools: In Search of Effective “Edutainment”, University of Georgia Department of Instructional Technology.Hong, J. C., Cheng, C. L., Hwang, M. Y., Lee, C. K., & Chang, H. Y. (2009). Assessing the educational values of digital games. Journal of Computer Assisted Learning, 25, 423–437.I, Sutherland (1965) The Ultimate Display. Proceedings of IFIP Congress 2, pp.506-509Jaime Sánchez*, Ruby Olivares (2011). Problem solving and collaboration using mobile serious games. Computers & Education 57 (2011) 1943–1952Javier Onrubia, Anna Engel (2009). Strategies for Collaborative Writing and Phases of Knowledge Construction in CSCL Environments. Computers & Education, 53(4), 1256-1265.John M. Keller (1987). Development and Use of the ARCS Model of Instructional Design. Journal of instructional development, 10(3), 2-10Lasse Lipponen (2002). Exploring foundations for computer-supported collaborative learning,Pages 72-81Marc Prensky (2001). Digital game-based learning. New York: McGraw-Hill.Ebner, M. & Holzinger, A. (2007). Successful Implementation of User-Centered GameBased Learning in Higher Education: An Example from CivilEngineering. Computers & Education, 49(3), 873-890. Elsevier Ltd. Retrieved January 29, 2019 from https://www.learntechlib.org/p/66500/.Michael Gervautz, Tomasz Mazuryk (1996). Virtual Reality – History, Applications,Technology and Future, Institute of Computer Graphics Vienna University of Technology, AustriaMonahan, T., McArdle, G., & Bertolotto, M. (2008). Virtual reality for collaborative e- learning. Computers & Education, 50(4), 1339-1353.Tammy Schellens, Martin Valcke (2005). Collaborative learning in asynchronous discussion groups: What about the impact on cognitive processing? Computers in Human Behavior, 21(6), 957-975.Witmer, B. G., & M. J. (1998). “Measuring presence in virtual environments: A presence questionnaire”, Presence: Teleoperators and Virtual Environments, 7(3), 225-240.Witmer, B. G., Jerome, C. J., & Singer, M. J. (2005). “The factor structure of the Presence Questionnaire”, Presence: Teleoperators and Virtual Environments, 14(3), 298-312.Woo, J.-C. (2014). Digital Game-Based Learning Supports Student Motivation, Cognitive Success, and Performance Outcomes. Educational Technology & Society, 17 (3), 291–307. zh_TW dc.identifier.doi (DOI) 10.6814/NCCU201900689 en_US
