Title page for 975202069


[Back to Results | New Search]

Student Number 975202069
Author Shu-yu Ke(柯姝伃)
Author's Email Address No Public.
Statistics This thesis had been viewed 797 times. Download 617 times.
Department Computer Science and Information Engineering
Year 2009
Semester 2
Degree Master
Type of Document Master's Thesis
Language zh-TW.Big5 Chinese
Title Digital Instruction Design with Humor Expressed by Virtual Human to Enhance Students’ Learning Motivation and Performance
Date of Defense 2010-06-29
Page Count 66
Keyword
  • Humor
  • Instruction Design
  • Virtual Human
  • Abstract In recent years, almost learners have the experience in digital learning since the rapid development of digital learning area. But there are still many problems in the digital learning environment. Manay researches revealed that humor applied in tranditional teaching can make positive effects on students’ learning. We believe that humor can also improve students’ learning statuses if it is used in digital learning. However, not everyone is expert in humor expression, and it is difficult for teachers to arrange humorous activities into the existing digital learning materials with us in long-term cooperation. Therefore, we design a digital instructional design with humor that expressed by a virtual human. Teachers can create relevant-content humorous activities and insert into the learning process by using the humor creating skills and humorous database we collected, and the virtual human can interact with students through these humorous activities for improving students’ learning. In this thesis, we invited 60 students to participate in our experiment. We divided them into two group: the learning materails without humorous activities (tranditional digital video) and with humorous activities (the digital instruction design with humor). The experimental results showed that the learning system with humorous activities can improve students’ emotions, enhance students’ learning motivation, attention, and learning performance.
    Table of Content 摘要i
    Abstractii
    誌謝iii
    目錄iv
    圖目錄v
    表目錄vi
    一、緒論1
    1-1研究背景1
    1-2研究動機2
    1-3研究目標3
    1-4問題與對策4
    1-5論文架構6
    二、相關理論與研究7
    2-1幽默的理論7
    2-2幽默在傳統教育環境中的發展8
    2-3學習虛擬代理人的研究及影響10
    2-4幽默代理人之相關研究11
    三、人機互動分析14
    3-1Target Users與 Contextual Inquiry14
    3-2Task Analysis17
    3-3User Personas19
    3-4人機互動分析結果20
    四、幽默教學設計、虛擬人物表演與系統之設計與製作22
    4-1學習流程設計22
    4-2幽默表演活動設計24
    4-3虛擬人助教幽默表演設計27
    4-4虛擬人助教表情與肢體動作設計29
    4-5虛擬人物製作31
    4-6幽默學習系統製作32
    五、實驗與討論38
    5-1實驗背景38
    5-2實驗目的38
    5-3實驗設計39
    5-4實驗結果與討論41
    六、結論48
    參考文獻50
    附錄一53
    附錄二54
    附錄三56
    Reference Ajaye, F. (2002). Comic insights: the art of stand-up comedy. Silman-James Pr.
    Augello, A., Saccone, G., Gaglio, S., & Pilato, G. (2008). Humorist Bot: Bringing Computational Humour in a Chat-Bot System. International Conference on Complex, Intelligent and Software Intensive Systems, 703-708.
    Bandes, B. (1988). Humor as motivation for effective learning in the classroom. Teachers College, Columbia University, dissertation.
    Berk, R. (1996). Student ratings of 10 strategies for using humor in college teaching. Journal on Excellence in College Teaching, 7(3), 71-92.
    Brown, A., & Voltz, B. (2005). Elements of effective e-learning design. The International Review of Research in Open and Distance Learning, 6(1).
    Canny, J. (2008). Welcome to CS 160 Fall 2008: User Interface Design, Prototyping and Evaluation, from http://bid.berkeley.edu/cs160-fall08/index.php/Main_Page.
    Cassell, J. (2000). Nudge nudge wink wink: Elements of face-to-face conversation for embodied conversational agents. Embodied conversational agents, 1-27.
    Cassell, J., & Thorisson, K. (1999). The power of a nod and a glance: Envelope vs. emotional feedback in animated conversational agents. Applied Artificial Intelligence, 13(4), 519-538.
    Chen, S., Chang, C., Hsu, C., & Chen, G. (2008). Building an interactive agent with intention to increase students' learning will. IEEE International Conference on Advanced Learning Technologies, 257-259.
    Cheng, Y., Chang, C., & Chen, G. (2008). Design an Interactive Agent by Multi-Empathic Strategies to Reduce Student's Negative Emotion. IEEE International Conference on Advanced Learning Technologies(ICALT 2008), 330-334.
    Cornett, C. (1986). Learning through laughter: Humor in the classroom. Phi Delta Kappa Educational Foundation.
    Dormann, C., & Biddle, R. (2006). Humour in game-based learning. Learning, Media and Technology, 31(4), 411-424.
    Edwards, C., & Gibboney, E. (1992). The Power of Humor in the College Classroom. The Annual Meeting of the Western States Communication Association.
    Ekman, P., & Friesen, W. (1975). Unmasking the face: A guide to recognizing emotions from facial clues. New York:Prentice-Hall Englewood Cliffs.
    Gagne, R. (1977). The Conditions of Learning. New York: Holt, Rinehart & Winston. Inc..
    Greenagel, F. (2002). The illusion of e-learning: Why we are missing out on the promise of Technology. Phoenix: League for Innovation in the Community College White Papers.
    Hill, D. (1988). Humor in the classroom: A handbook for teachers (and other entertainers!). Charles C Thomas Pub Ltd.
    Hill, R., Gratch, J., Marsella, S., Rickel, J., Swartout, W., & Traum, D. (2003). Virtual humans in the mission rehearsal exercise system. Kunstliche Intelligenz, 4(03), 5-10.
    Huang, C. (2009). Building a virtual teaching assistant with humor teaching strategies to enhance student's emotion and motivation. International Conference on Computers in Education
    Johnson, W., Rickel, J., & Lester, J. (2000). Animated pedagogical agents: Face-to-face interaction in interactive learning environments. International Journal of Artificial intelligence in education, 11(1), 47-78.
    Kaplan, R., & Pascoe, G. (1977). Humorous lectures and humorous examples: Some effects upon comprehension and retention. Journal of Educational Psychology, 69(1), 61-65.
    Kher, N., Molstad, S., & Donahue, R. (1999). Using Humor in the College Classroom to Enhance Teaching Effectiveness in" Dread Courses". College Student Journal, 33(3).
    Kim, Y. (2005). Empathetic virtual peers enhanced learner interest and self-efficacy. International Conference on Artificial Intelligence in Education.
    Korobkin, D. (1988). Humor in the classroom: Considerations and strategies. College Teaching, 36(1), 154-158.
    Laufer, L., & Tatai, G. (2004). Learn, Chat and Play- An ECA Supported Stock Markets E-Learning Curricula. The IASTED International Conference.
    Lee, T., Chang, C., & Chen, G. (2007). Building an interactive caring agent for students in computer-based learning environments. International Conference on Advanced Learning Technologies, 300-304
    Long, D., & Graesser, A. (1988). Wit and humor in discourse processing. Discourse processes, 11(1), 35-60.
    Martin, R. (2007). The psychology of humor: An integrative approach. Academic Press.
    Messina, J., & Messina, C. (2007). Nonverbal Communication Issues.
    Minchew, S., & Hopper, P. (2008). Techniques for using humor and fun in the language arts classroom. The Clearing House, 81(5), 232-236.
    Nierenberg, G., & Calero, H. (1971). How to Read a Person like a Book. Pocket.
    Okonkwo, C., & Vassileva, J. (2001). Affective pedagogical agents and user persuasion. Universal access in HCI: towards an information society for all, 397.
    Picard, R., & Burleson, W. (2006). Affective learning companions: strategies for empathetic agents with real-time multimodal affective sensing to foster meta-cognitive and meta-affective approaches to learning, motivation, and perseverance.
    Powell, J., & Andresen, L. (1985). Humour and teaching in higher education. Studies in Higher Education, 10(1), 79-90.
    Rainsberger, C. (1994). Reducing Stress and Tension in the Classroom through the Use of Humor.
    Reategui, E., Boff, E., & Campbell, J. (2007). Using virtual characters in personalized recommendations. ACM SIGCSE Bulletin, 39(1), 184.
    Robinson, V. (1991). Humor and the health professions: The therapeutic use of humor in health care: Slack Incorporated.
    Shade, R. (1996). License to laugh: Humor in the classroom. Teacher Ideas Pr.
    Tamblyn, D. (2003). Laugh and learn: 95 ways to use humor for more effective teaching and training. Amacom Books.
    Torok, S., McMorris, R., & Lin, W. (2004). IS HUMOR AN APPRECIATED TEACHING TOOL? PERCEPTIONS OF PROFESSORS'TEACHING STYLES AND USE OF HUMOR. College Teaching, 52(1), 14-20.
    Trefts, K., & Blakeslee, S. (2000). Did you hear the one about the Boolean operators? Incorporating comedy into library instruction. Reference services review, 28(4), 369-378.
    Wang, C., Chen, G., Liu, C., & Liu, B. (2009). Design an empathic virtual human to encourage and persuade learners in e-learning systems. Multimedia technologies for distance learning.
    Wanzer, M., Frymier, A., Wojtaszczyk, A., & Smith, T. (2006). Appropriate and inappropriate uses of humor by teachers. Communication Education, 55(2), 178-196.
    Weaver, R., & Cotrell, H. (1987). Ten specific techniques for developing humor in the classroom. Education, 108, 167-179.
    小番薯笑話。取自http://kids.yam.com/joke/。
    李宗益(民 96)。設計能使學習者感受關懷之情緒互動虛擬人物。國立中央大學資訊工程學系碩士論文。
    邱連煌(民 94)。教室裡的笑聲:幽默與教學、課程、管教、及輔導。文景書局有限公司。
    邱發忠、陳學志、卓淑玲(民92)。幽默創造訓練之課程設計暨實徵效果評估。教育心理學報,34卷,4期,393-411頁。
    幽默王,取自 http://joke.04a.com.tw/。
    笑話大全,取自 http://www.angelibrary.com/jokes/index-big5.html。
    國語日報網站網路笑話樂園,取自http://www.mdnkids.com/funny/jokes1.shtml。
    陳祥浩(民 97)。設計具引導學生達成學習目標之情緒互動的虛擬人物。國立中央大學資訊工程學系碩士論文。
    黃詔詠(民 98)。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。國立中央大學資訊工程學系碩士論文。
    詹竹莘(民 92)。表演技術與表演教程。書林出版有限公司。
    鄭右佳(民 97)。設計虛擬人物結合同理互動機制來促進學生對學習系統的動機意願。國立中央大學資訊工程學系碩士論文。
    Advisor
  • Gwo-dong Chen(陳國棟)
  • Files
  • 975202069.pdf
  • approve in 2 years
    Date of Submission 2010-07-19

    [Back to Results | New Search]


    Browse | Search All Available ETDs

    If you have dissertation-related questions, please contact with the NCU library extension service section.
    Our service phone is (03)422-7151 Ext. 57407,E-mail is also welcomed.