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| Title: | 以多模態互動方式應對霸淩情境之VR敘事創作
Coping with Bullying Situation in VR Narrative with Multi-modal Interaction |
| Authors: | 馬璐樺
Ma, Lu-Hua |
| Contributors: | 李蔡彥
陳宜秀
Li, Tsai-Yen
Chen, Yi-hsiu
馬璐樺
Ma, Lu-Hua |
| Keywords: | 校園霸凌
虛擬實境
多模態互動
互動敘事
School Bullying
Virtual Reality
Multi-modal Interaction
Interactive Narrative |
| Date: | 2022 |
| Issue Date: | 2023-02-08 15:17:12 (UTC+8) |
| Abstract: | 霸淩問題作為一個嚴峻的校園問題，在學生各階段的學習生涯中卻頻頻發生，對許多學生造成了長期的、嚴重的心理和身體傷害。然而因為各種特殊原因，學生往往被動捲入霸淩事件中，遭遇持續的霸淩。因此，如何讓學生在霸淩情境中能夠正確應對霸淩，保護自我成為必要的課題。由於目前不少教學媒介未必能達到較好的體驗效果和學習效果，本創作設計了一款基於VR媒介的校園霸淩情境，用戶可以透過體驗VR中的霸淩情境，選擇他們認為適宜的方式進行應對，進而觸發不同的劇情結果。同時，為了增強用戶在系統中的沉浸感，本創作在互動方式上採用手勢結合語音的多模態互動方式進行互動，讓用戶更多維度與系統進行互動，營造用戶真實存在在該空間的感覺。
本創作一共找了十二名大學生參與系統的體驗，在體驗前會進行體驗前的訪談，瞭解體驗者對於霸淩知識的瞭解；在體驗後會邀請體驗者回答體驗感受與霸淩相關的問題，並且針對系統的操作、故事和沉浸感方面進行問卷調查。實驗結果發現：一、霸凌的虛擬實境模擬能夠作爲一個霸凌應對模擬的教育系統；二、手勢結合語音的多模態互動方式使用自然順暢，被體驗者普遍接受；三、互動敘事的設計提高了體驗者重複體驗系統的興趣；四、基於手勢結合語音的多模態互動敘事的VR霸淩情境能夠幫助體驗者瞭解掌握更多霸凌知識。
As a serious school problem, bullying frequently occurs in students` learning careers at all stages, causing long-term and serious psychological and physical harm to many students. However, for various reasons, students are often involved in bullying incidents and experience persistent bullying. Students need to have the ability to deal with bullying and protect themselves in bullying situations, yet no school curriculum seems to be successful in cultivating this ability.
As general curricula fail to achieve this goal, this thesis project designed a VR-based school bullying scenario that allows users to experience the bullying scenario and choose the way they think is appropriate to deal with it, hoping to achieve better outcomes. To enhance the users` immersion in the system, we adopted a multi-modal interaction method of gestures combined with voice, allowing the users to interact with the system in more dimensions and creating a sense of real presence in the space.
We recruited a total of 12 university students to experience the system. Before the experiment, a pre-experiment interview was conducted to learn about the participants` experience of school bullying. After the experiment, the participants were interviewed regarding their experience and knowledge of dealing with bullying, followed by a questionnaire about the system`s operation, story, and immersion aspects. The results of the experiment revealed that: 1) The virtual reality simulation of bullying can be used as an educational experience for bullying coping simulation; 2) the multi-modal interaction method of gesture combined with voice is natural and smooth and is generally accepted by the participants; 3) the design of interactive narrative enhances the interest of the participants to experience the system for more than one time, and 4) the VR bullying situation based on the multi-modal interactive narrative of gestures combined with a voice can help the participants understand and grasp more strategies about dealing with bullying situations. |
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| Description: | 碩士
國立政治大學
數位內容碩士學位學程
109462020 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0109462020 |
| Data Type: | thesis |
| Appears in Collections: | [數位內容碩士學位學程] 學位論文
|
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