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題名 肢體感測回饋對序列動作學習之影響
The effects of body posture visual feedback on motor sequence learning作者 黃郁茹
Huang, Yu Ju貢獻者 張寶芳<br>黃心健
Chang, Pao Fang<br>Huang, Hsin Chien
黃郁茹
Huang, Yu Ju關鍵詞 序列動作學習
肢體感測
視覺回饋
表現獲知
Kinect
Motor Sequence Learning
Body Posture Sensing
Visual Feedback
Knowledge of Performance
Kinect日期 2011 上傳時間 30-十月-2012 11:35:06 (UTC+8) 摘要 本研究以使用者為中心之設計角度出發，探討 Kinect 提供的肢體感測回饋，如何影響序列動作學習，並試圖找出在設計回饋資訊時應注意的要素。本研究提出兩項假設，探討在序列動作學習時，有無肢體感測回饋資訊，對動作表現的影響：H1 使用者在序列動作學習時，提供其肢體感測回饋，可以提高使用者「動作部位精確度」的學習效果。H2 使用者在序列動作學習時，提供其肢體感測回饋，可以提高使用者對「序列動作完整度」的學習效果。本研究招募60位受測者，隨機分配到控制組與實驗組。控制組僅提供示範影片，實驗組則同時提供肢體感測回饋。受測者隨示範者練習5次後，在沒有線索輔助下，將所學的六組動作演練一次。研究者同時全程錄影演練過程。結束後，受測者需填答問卷。透過影片分析，研究者針對「動作部位精確度」及「序列動作完整度」進行評分，以檢視控制組與實驗組在動作表現上之差異。實驗結果卻與研究預期相反，在「動作部位精確度 」與「序列動作完整度」，實驗組都表現較差，且達顯著水準。亦即提供肢體感測回饋，並未提升序列動作的精確度或完整度表現。針對此實驗結果，綜合問卷所得之受測者需求分析，本研究歸因於肢體感測回饋資訊設計不良所致。回饋訊息未能針對使用者需求設計。受測者最需要知道的資訊：動作正確與否、如何修正以及評分標準，實驗組並未能有效獲得。因此，本研究提出肢體感測回饋資訊設計上的三點建議：1. 系統應給予學習者宏觀概念圖，事先告知學習者序列動作之項目順序。2. 系統應讓學習者清楚瞭解每個動作之學習項目。3. 系統除了提供學習者表現獲知的回饋資訊，更需提供修正線索。
This research was based on user-center design thinking, and discussed how the body posture visual feedback provided by Kinect influenced the learner on motor sequence learning. We tried to find out the key elements of designing feedback. Here we proposed two hypotheses to probe the effects of body posture visual feedback on motor sequence learning:H1 When learning motor sequence, users provided body posture sensing feedback would learn better in “accuracy of moving parts”.H2 When learning motor sequence, users provided body posture sensing feedback would learn better in “completeness of sequence order”.We recruited 60 subjects, and they were distributed into control and experiment group randomly. The control group learned the motor sequence only with demonstrating video; experiment group, on the other side, were provided body posture visual feedback at the same time. All the subjects should practice the motor sequence, which included 6 items, 5 times, then tried to demonstrate the sequence without any cue. They were videotaped at the same time. After that, they should fill out a questionnaire. The researcher scored “accuracy of moving parts”, and “completeness of sequence order” through video analysis, then comparing the differences between two groups. The results were different from what we expected. The experiment group performed significantly worse than control group both in “accuracy of moving parts” and “completeness of sequence order”, which meant providing body posture visual feedback did not enhance the performance of motor sequence learning in both aspects. In the light of the results and the requirements suggested in the questionnaire by subjects, we thought the results caused by bad design of body posture visual feedback, which couldn`t fit the users’ needs. The subjects didn’t get the information they need most, like the correctness of their performance, how to adjust the performance and the criteria of scroing. Therefore, we proposed three suggestions on designing body posture visual feedback:1. The system should provide learners the macro concept of the whole sequence order in advance. 2. The system should let leaners to understand all the movements clearly and thoroughly. 3. 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國立政治大學
數位內容碩士學位學程
99462005
100資料來源 http://thesis.lib.nccu.edu.tw/record/#G0099462005 資料類型 thesis dc.contributor.advisor 張寶芳<br>黃心健 zh_TW dc.contributor.advisor Chang, Pao Fang<br>Huang, Hsin Chien en_US dc.contributor.author (作者) 黃郁茹 zh_TW dc.contributor.author (作者) Huang, Yu Ju en_US dc.creator (作者) 黃郁茹 zh_TW dc.creator (作者) Huang, Yu Ju en_US dc.date (日期) 2011 en_US dc.date.accessioned 30-十月-2012 11:35:06 (UTC+8) - dc.date.available 30-十月-2012 11:35:06 (UTC+8) - dc.date.issued (上傳時間) 30-十月-2012 11:35:06 (UTC+8) - dc.identifier (其他 識別碼) G0099462005 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/54742 - 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) 99462005 zh_TW dc.description (描述) 100 zh_TW dc.description.abstract (摘要) 本研究以使用者為中心之設計角度出發，探討 Kinect 提供的肢體感測回饋，如何影響序列動作學習，並試圖找出在設計回饋資訊時應注意的要素。本研究提出兩項假設，探討在序列動作學習時，有無肢體感測回饋資訊，對動作表現的影響：H1 使用者在序列動作學習時，提供其肢體感測回饋，可以提高使用者「動作部位精確度」的學習效果。H2 使用者在序列動作學習時，提供其肢體感測回饋，可以提高使用者對「序列動作完整度」的學習效果。本研究招募60位受測者，隨機分配到控制組與實驗組。控制組僅提供示範影片，實驗組則同時提供肢體感測回饋。受測者隨示範者練習5次後，在沒有線索輔助下，將所學的六組動作演練一次。研究者同時全程錄影演練過程。結束後，受測者需填答問卷。透過影片分析，研究者針對「動作部位精確度」及「序列動作完整度」進行評分，以檢視控制組與實驗組在動作表現上之差異。實驗結果卻與研究預期相反，在「動作部位精確度 」與「序列動作完整度」，實驗組都表現較差，且達顯著水準。亦即提供肢體感測回饋，並未提升序列動作的精確度或完整度表現。針對此實驗結果，綜合問卷所得之受測者需求分析，本研究歸因於肢體感測回饋資訊設計不良所致。回饋訊息未能針對使用者需求設計。受測者最需要知道的資訊：動作正確與否、如何修正以及評分標準，實驗組並未能有效獲得。因此，本研究提出肢體感測回饋資訊設計上的三點建議：1. 系統應給予學習者宏觀概念圖，事先告知學習者序列動作之項目順序。2. 系統應讓學習者清楚瞭解每個動作之學習項目。3. 系統除了提供學習者表現獲知的回饋資訊，更需提供修正線索。 zh_TW dc.description.abstract (摘要) This research was based on user-center design thinking, and discussed how the body posture visual feedback provided by Kinect influenced the learner on motor sequence learning. We tried to find out the key elements of designing feedback. Here we proposed two hypotheses to probe the effects of body posture visual feedback on motor sequence learning:H1 When learning motor sequence, users provided body posture sensing feedback would learn better in “accuracy of moving parts”.H2 When learning motor sequence, users provided body posture sensing feedback would learn better in “completeness of sequence order”.We recruited 60 subjects, and they were distributed into control and experiment group randomly. The control group learned the motor sequence only with demonstrating video; experiment group, on the other side, were provided body posture visual feedback at the same time. All the subjects should practice the motor sequence, which included 6 items, 5 times, then tried to demonstrate the sequence without any cue. They were videotaped at the same time. After that, they should fill out a questionnaire. The researcher scored “accuracy of moving parts”, and “completeness of sequence order” through video analysis, then comparing the differences between two groups. The results were different from what we expected. The experiment group performed significantly worse than control group both in “accuracy of moving parts” and “completeness of sequence order”, which meant providing body posture visual feedback did not enhance the performance of motor sequence learning in both aspects. In the light of the results and the requirements suggested in the questionnaire by subjects, we thought the results caused by bad design of body posture visual feedback, which couldn`t fit the users’ needs. The subjects didn’t get the information they need most, like the correctness of their performance, how to adjust the performance and the criteria of scroing. Therefore, we proposed three suggestions on designing body posture visual feedback:1. The system should provide learners the macro concept of the whole sequence order in advance. 2. The system should let leaners to understand all the movements clearly and thoroughly. 3. The system should provide the information of “Knowledge of Performance”; and further, providing the hints of adjustments. en_US dc.description.tableofcontents 中文摘要 i英文摘要 ii謝誌 iv目錄 v表目錄 viii圖目錄 ix壹、緒論 1一、研究背景 1二、研究動機與目的 1三、研究範疇 2貳、文獻探討 4一、記憶與動作學習 4（一）程序性記憶 4（二）序列動作學習 6（三）動作學習與回饋 10二、回饋與肢體感測 13（一）回饋 13（二）肢體感測背景 14（三）肢體感測互動應用 15三、Kinect 相關應用與研究 16（一）Kinect 功能介紹 16（二）Kinect 相關研究 18（三）透過 Kinect 學習運動／舞蹈的軟體套件 19四、研究假設 22參、研究方法 23一、實驗對象 23二、實驗素材 23（一）身體骨架提示 25（二）細部動作名稱提示 26（三）學習分數 27三、實驗設計與流程 27四、評估方式與操作定義 29（一）評估方式 29（二）操作定義 31五、編碼員信度檢測 32（一）兩位編碼員之相關 32（二）編碼員1號兩次編碼之相關 33肆、資料分析結果 34一、動作部位精確度 34（一）肢體感測回饋與動作部位精確度得分 35（二）性別與動作部位精確度得分 36（三）運動習慣與動作部位精確度得分 36二、序列動作完整度 37（一）肢體感測回饋與序列動作完整度表現 37（二）性別與序列動作完整度表現 39（三）運動習慣與序列動作完整度表現 39三、停頓與嘗試行為 40四、系統學習分數 41五、問卷結果討論 43（一）需求項目 43（二）體驗情緒 45六、小結 46伍、討論與總結 48一、研究發現與討論 48（一）知曉宏觀序列 49（二）理解參考水平 50（三）修正實際水平 50二、設計運動學習軟體建議 51（一）提供序列動作順序表 51（二）詳細解說參考水平 52（三）提供修正提示 52三、研究限制 52（一）實驗素材 53（二）Kinct 硬體 53（三）學習時間 54四、總結與未來研究建議 54（一）自行設計軟體 54（二）增加學習時間 55（三）田野實驗 55參考文獻 56中文部份 56英文部份 57附錄1 實驗操作流程 63附錄2 A~F動作細節拆解 64附錄3 控制組實驗說明PPT 68附錄4 實驗組實驗說明PPT 69附錄5 控制組問卷 71附錄6 實驗組問卷 73附錄7 譯碼簿 77附錄8 受測者五回合之系統學習分數總分 78附錄9 編碼員1號動作部位精確度評分表 80附錄10 編碼員2號動作部位精確度評分表 82附錄11 編碼員1號第二次動作部位精確度評分表 84附錄12 序列動作完整度紀錄表 85附錄13 運動習慣紀錄表 87附錄14 編碼員信度檢測 89 zh_TW dc.language.iso en_US - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0099462005 en_US dc.subject (關鍵詞) 序列動作學習 zh_TW dc.subject (關鍵詞) 肢體感測 zh_TW dc.subject (關鍵詞) 視覺回饋 zh_TW dc.subject (關鍵詞) 表現獲知 zh_TW dc.subject (關鍵詞) Kinect zh_TW dc.subject (關鍵詞) Motor Sequence Learning en_US dc.subject (關鍵詞) Body Posture Sensing en_US dc.subject (關鍵詞) Visual Feedback en_US dc.subject (關鍵詞) Knowledge of Performance en_US dc.subject (關鍵詞) Kinect en_US dc.title (題名) 肢體感測回饋對序列動作學習之影響 zh_TW dc.title (題名) The effects of body posture visual feedback on motor sequence learning en_US dc.type (資料類型) thesis en dc.relation.reference (參考文獻) 中文部份Sugizo（2010）。身體就是控制器，微軟Kinect是怎麼做到的？2012年4月2日，取自T客邦：http://www.techbang.com/posts/2936-get-to-know-how-it-works-kinect劉彥甫（2002）。互動式網頁教學對運動技能學習效果之硏究 : 以籃球運球上籃為例。國立台東師範學院教育硏究所碩士論文，台東市。張慶權（2011）。Kinect於動作教學之應用探討。2011休閒運動學術研討會。育達商業科技大學。張邵勳（2004）。研究方法。台中市 : 滄海。李榮哲（1999）。電腦多媒體輔助學習對運動學習的影響 : 以羽球發短球為例。國立體育學院運動科學硏究所碩士論文，桃園縣。林德隆（1995）。外在回饋對運動技能學習的影響。中華體育，9，67-72。楊治良、郭力平、王沛、陳寧編（主編）（2001）。記憶心理學。台北市：五南。洪菁霞（2004）。漸進式運動訓練誘發熱休克蛋白72對大鼠熱中風及學習記憶的影響。國立陽明大學生理學硏究所博士論文，台北市。 洪蘭譯（2004）。記憶的祕密。台北市：貓頭鷹。(原著 Rupp, R. 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