Browsing by Author "Lee, G.C."

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    Use of Video-enabled Web based CMC to Facilitate Oral Conversation Drill.
    (2006-07-13) 楊如雪; Chiung-Fang Chiu; Lee, G.C.; Ju-Hsush Yang
    This study investigates how video-enabled Web-based Computer Mediated Communication (CMC) system can be effectively used in a local dialect learning course to enhance students' learning. Eighteen students enrolled in the course used the system to complete course related activities. Students' in class oral conversation drills were videotaped and made available for viewing on a CMC system. After each class, students and course instructor can give both textual and audio feedback to each student's in class oral conversation drill on the CMC system to foster interactions, which were fewer in the classroom due to limited class time. Furthermore, students can access the video to self-evaluate their oral conversations as often as necessary and monitor their personal growth. It was found that this video-enabled CMC system is valuable in improving quality of feedback and in increasing students' reflection. The audio feedback given by instructor was especially useful for correcting their pronunciation and utterance. It also gave students more opportunities to interact with instructor and peers after class.
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    基於視覺和聽覺的教學影片內容分析與分類
    (2012) 楊儒松; Ru-Song Yang
    現在大部分的教室仍使用黑板，以黑板授課的教學影片亦相當普及，但黑板授課的教學影片在多媒體語意分析的領域深具挑戰性但極少被討論。本論文針對黑板授課的教學影片，提出一個基於視覺和聽覺的研究方法，針對講者的肢體行為與語音內容進行探討，用以提醒學生在不同時段的教學影片上要投入多少的注意力。在視覺分析上，針對講者於教學中出現的各種姿態作分析，辨別出講者姿態所代表的意義；而在聽覺分析上本研究提出一個基於語音情緒辨識的模型，針對講者的語音內容將講者語音分類為快樂、生氣、厭倦、悲傷、正常等五種聲音情緒，再藉由講者語音情緒上的變化來分析講者的教學狀態。 綜合視覺與聽覺的分析結果，我們可以評估出講者在教學時候各時段的重要性，同時也反映語意的強度。學習者可以根據每個時段下講者教學的重要性投注適當的注意力，讓學習者更有效率的藉由教學影片學習。