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研究生： 羅佩英
Lo, Pei-Ying
論文名稱： 虛擬沈浸式華文寫作教學對自閉症學生的影響
An Investigation into Virtual Immersion Mandarin Chinese Writing Instruction with Student with Autism
指導教授： 籃玉如
Lan, Yu-Ju
學位類別： 碩士
Master
系所名稱： 華語文教學系
Department of Chinese as a Second Language
論文出版年： 2019
畢業學年度： 107
語文別： 英文
論文頁數： 91
中文關鍵詞： 虛擬實境 、第二人生 、自閉症 、中文寫作
英文關鍵詞： 3D virtual reality, Autism, Second life, Mandarin Chinese writing
DOI URL： http://doi.org/10.6345/NTNU201900425
論文種類： 學術論文
相關次數： 點閱：229  下載：0 
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    • 本研究通過行動研究的方式，探討了虛擬實境中文寫作教學對自閉症學生中文寫作的影響，研究著重在探索虛擬實境中文寫作教學帶給自閉症學生的益處，是否能增強學生的中文寫作能力和是否能提升對學習中文寫作的興趣，研究共分為兩階段，並使用了以下2種寫作教學方式：傳統寫作教學和虛擬實境寫作教學，每階段分為3項寫作活動，題目分別為：描寫廚房場景、去便利超商、比較大眾運輸交通工具的同與異，每項寫作活動分為2堂課，每堂課50分鐘，每階段為6堂課，總計12堂課。研究結果顯示，使用虛擬實境寫作教學能大幅提升自閉症學生的中文寫作能力和學習中文寫得的興趣，不管是寫作前的規劃或是寫作成品，總的來說透過虛擬實境寫作教學，自閉症學生能呈現更有系統的寫作前規劃，並且在實際寫作上，呈現更優良的寫作成品。

    Research findings show that using virtual world environments, such as Second Life (SL), for language learning can create a more comfortable yet authentic learning environment for language learners. This research focused on the influence of virtual immersion Mandarin Chinese writing instruction with a student with autism by conducting an action research to seek answers and solutions for current teaching and learning needs. In this research, there were two cycles: traditional writing instruction (TWI) and virtual immersion writing instruction (VIWI). Three writing topics were presented to the participant. The topics were: describe the scene, “Kitchen,” going to the convenience store, and comparisons between different transportations. Each topic was presented to the participant during two class sessions, fifty minutes each. The first session was for pre-writing planning activity by using the mind maps. The second session was to review materials from the first session and then start the writing activity. For results, summarization and comparison of the mind maps and essays from the participant were conducted. The scores of the essays were collected and compared, and also oral interviews’ regarding attitudes towards Mandarin Chinese learning, Mandarin Chinese writing learning, and 3D virtual reality learning were collected to further understand the student's thoughts in these areas. Results show that the incorporation of VIWI not only changed the student’s attitude toward Mandarin Chinese learning, and Mandarin Chinese writing learning but also enhanced the student’s pre-writing planning and Mandarin Chinese essay writing skills.

    CHAPTER I: INTRODUCTION 1 1.1 Background of the Study 1 1.2 Purpose of the Study and Questions 5 1.3 Definition of Terms 6 1.3.1 Autism Spectrum Disorder 6 1.3.2 Virtual Immersion Writing Instruction 7 1.3.3 Mandarin Chinese Learning Attitude 8 1.3.4 Mandarin Chinese Writing Skills 8 CHAPTER II: LITERATURE REVIEW 9 2.1 Virtual Immersion Instruction for Language Learning 9 2.2 Virtual Immersion Instruction for People with Disabilities 11 2.3 Language Learning for People with ASD 13 CHAPTER III: RESEARCH METHOD 16 3.1 Participant 16 3.2 Instruments 17 3.2.1 Second Life 17 3.2.2 Oral Interview Questions 20 3.3 Results, Reflection, and Refinement 20 CHAPTER IV: Cycle 1: Traditional Writing Instruction 22 4.1 Procedure 22 4.2 Cycle 1: Essays’ Scores 22 4.3 Mind Maps and Essays from Cycle 1: TWI 23 4.4 Reflection and Refinement of Cycle 1: TWI 31 CHAPTER V: Cycle 2: Virtual Immersion Writing Instruction 33 5.1 Procedure 33 5.2 Cycle 2: Essays’ Scores 33 5.3 Mind Maps and Essays from Cycle 2: VIWI 34 5.4 Reflection and Refinement of Cycle 2: VIWI 42 Chapter VI: Cycle 1 and Cycle 2 Results Comparisons 44 6.1 TWI and VIWI Essay Scores Comparison 44 6.2 Summary and Comparison of the Mind Maps created from TWI and VIWI 44 6.3 Comparison and Summary of Student’s Essays form TWI and VIWI 50 6.4 Summary of the Mandarin Chinese Writing Attitude Questionnaire 52 6.5 Summary of the Mandarin Chinese Learning Attitude Questionnaire 54 6.6 Summary of the 3D Virtual Reality Learning Attitude Questionnaire 54 CHAPTER VII: DISCUSSION 56 CHAPTER VIII: CONCLUSION, LIMITATIONS AND RECOMMENDATIONS 59 REFERENCES 61 Appendix 71 Appendix A. Mandarin Chinese Writing Attitude Questionnaire 71 Appendix B. Mandarin Chinese Learning Attitude Questionnaire 75 Appendix C. 3D Virtual Reality Learning Attitude Questionnaire 78 Appendix D. Parent Consent Form 79 Appendix E. Detail Lesson Plans for the Writing Activities 81 Appendix F. Writing Rubric 88 Appendix G. One-Month Gap Lessons Overview 89 Appendix H. Lesson and Character Practicing Sample 90 Appendix I. Lesson and Character Practicing Sample 91

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