The Robot Teaching Assistant – Helping students to learn efficiently 機器人助教 聰明學習好幫手
據資策會創新應用研究所與國立中央大學所作的研究指出，以機器人擔任「助教」，除了混合實境識字遊戲外，還有機器人的奇幻旅程、說書機器人等3種應用服務。
A joint study by the Innovative Digi-Tech Enabled Applications & Services Institute of the Institute for Information Industry and National Central University proposes three application services using robots as “teaching assistants”: “mixed reality” (MR) literacy games, “magical journeys”, and robot reading aloud.
混合實境識字遊戲為：以講桌作為學生進行遊戲學習的範疇，同時藉助投影機及紅外線定位裝置，搭配事先編輯的遊戲範本，結合根據常見混淆字生成的題目內容來產生識字打地鼠遊戲，讓學生透過問答，敲擊載有答案選項的地鼠，並針對學生答錯的題目立即校正。
MR literacy games use the classroom lectern for game-based learning, while also making use of projectors and infra-red positioning devices, together with a pre-prepared game script. The game is a “mole-whacking” game (hitting moles on the head as they pop their heads out of their burrows) that employs questions in which learners have to distinguish between easily-confused Chinese characters. Learners hit the mole that they think represents the answer; the system provides automatic correction when students answer incorrectly.
機器人的奇幻旅程則是：同樣以講桌作為學生進行遊戲學習的範疇，藉助投影機及紅外線定位裝置，搭配事先編輯的遊戲範本，讓學生以情境式外語對話和機器人互動，協助機器人完成旅程，並依照旅程中事件對應之互動教材。藉此遊戲訓練學生外語對話的孰練度。
The “robot magical journey” application also uses the lectern as the site for game-based learning; again, this is supported by the use of a projector, infra-red positioning devices, and a pre-prepared game script. Learners interact with the robot through scenario-based dialogs, in which they help the robot to complete a journey; the interactive teaching materials are based around the events that take place during this journey. Participation in this “magical journey” helps to strengthen students’ ability to converse in a foreign language.
最後是說書機器人，即以講桌作為學生進行遊戲學習的範疇，利用筆記型電腦操作人形機器人的行為，並匯入事先編輯好的英語故事內容，其中由教師設計幾個互動橋段，讓學生聽機器人講故事過程，和機器人互動。教師也可將授課內容轉成說書的形式，由機器人來協助提昇學生專注力。
Finally, there is the “robot reading aloud” application. Here again, the lectern is used as the site for game-based learning. Students use a notebook PC to control the actions of a humanoid robot. Pre-prepared English-language story content is used, incorporating various interactive segments designed by the teacher, so that besides listening to the robot tell the story, the students can also interact with it. Teachers can also use this application to convert lesson content into story format, using the robot to help keep students’ attention.
A joint study by the Innovative Digi-Tech Enabled Applications & Services Institute of the Institute for Information Industry and National Central University proposes three application services using robots as “teaching assistants”: “mixed reality” (MR) literacy games, “magical journeys”, and robot reading aloud.
混合實境識字遊戲為：以講桌作為學生進行遊戲學習的範疇，同時藉助投影機及紅外線定位裝置，搭配事先編輯的遊戲範本，結合根據常見混淆字生成的題目內容來產生識字打地鼠遊戲，讓學生透過問答，敲擊載有答案選項的地鼠，並針對學生答錯的題目立即校正。
MR literacy games use the classroom lectern for game-based learning, while also making use of projectors and infra-red positioning devices, together with a pre-prepared game script. The game is a “mole-whacking” game (hitting moles on the head as they pop their heads out of their burrows) that employs questions in which learners have to distinguish between easily-confused Chinese characters. Learners hit the mole that they think represents the answer; the system provides automatic correction when students answer incorrectly.
機器人的奇幻旅程則是：同樣以講桌作為學生進行遊戲學習的範疇，藉助投影機及紅外線定位裝置，搭配事先編輯的遊戲範本，讓學生以情境式外語對話和機器人互動，協助機器人完成旅程，並依照旅程中事件對應之互動教材。藉此遊戲訓練學生外語對話的孰練度。
The “robot magical journey” application also uses the lectern as the site for game-based learning; again, this is supported by the use of a projector, infra-red positioning devices, and a pre-prepared game script. Learners interact with the robot through scenario-based dialogs, in which they help the robot to complete a journey; the interactive teaching materials are based around the events that take place during this journey. Participation in this “magical journey” helps to strengthen students’ ability to converse in a foreign language.
最後是說書機器人，即以講桌作為學生進行遊戲學習的範疇，利用筆記型電腦操作人形機器人的行為，並匯入事先編輯好的英語故事內容，其中由教師設計幾個互動橋段，讓學生聽機器人講故事過程，和機器人互動。教師也可將授課內容轉成說書的形式，由機器人來協助提昇學生專注力。
Finally, there is the “robot reading aloud” application. Here again, the lectern is used as the site for game-based learning. Students use a notebook PC to control the actions of a humanoid robot. Pre-prepared English-language story content is used, incorporating various interactive segments designed by the teacher, so that besides listening to the robot tell the story, the students can also interact with it. Teachers can also use this application to convert lesson content into story format, using the robot to help keep students’ attention.