近幾年平版電腦興起，觸控式平板之操作介面簡單直覺，學習曲線低，很適合小朋友來操作，已逐漸被使用在教育市場中。回顧教育學家所提出之學習理論，我們發現感官和四肢，是嬰幼兒時期主要的發展任務，也是幼兒智慧發展的根源，然而平板電腦缺乏實物的觸覺感知，平面的觸控體驗大幅限制了兒童的感官知能。因此本創作旨在針對3~6歲的小朋友，設計一套結合觸控平板之實體感知玩具（Tangible Toys），並延續福祿貝爾與蒙特梭利對於觸覺學習的教育理論，實作兩種運用於平板與感知玩具的遊戲學習模式，提供新型態的互動學習體驗。小朋友在本創作設計之遊戲學習過程中使用到手的操作與觸覺感知，藉由有趣的感官互動，增加小朋友的學習興趣。 我們提出兩種英文單字的學習模式，並觀察與分析兒童使用感知玩具在平板上的操作行為，作為未來「數位教具」與「平板」結合的參考依據，本創作所發展之技術亦可輔助觸控式平板發展多樣化之「數位教具」。 綜合所述，本創作完成目標如下： 1. 互動學習體驗：以感知玩具結合平板的互動形式帶給兒童新型態的互動學習體驗。 2. 兒童探索學習：透過感知玩具刺激兒童的學習興趣，利用不同的玩偶讓兒童嘗試去探索關聯式的單字。 3. 操作經驗分析：分析兒童對於感知玩具的使用經驗與操作，作為未來「數位教具」與「平板」結合的參考依據。 / Touch-based tablets have grown extremely rapidly in recent years. Since the touch-based interface is simple, intuitive and easy to learn, touch-based tablets have been adopted quickly in the Education market. However, touch-based tablet lacks tangible and tactile feedback, thus it constrains children’s learning ability of sensations. In this paper, we aimed at 3~6 years old children and designed a children’s learning app with tangible toys on the tablet. By extending Frobel and Montessori’s tactile learning theory, we implemented two game-based learning applications with tangible toys to bring a novel interactive learning experience for children. We conducted the preliminary study of 4 kindergarten children. The result showed that children were interested in tangible toys and had more fun in the learning activities. Finally, our capacitive tags can be used to design various forms of digital manipulatives on the tablets.

課堂遊戲活動是語言教室裡重要的一環，透過遊戲不僅可降低學習者壓力、提升學習動機、增加學生互動，更能刺激高層次的思考，對華語教師而言也是不可或缺的語言練習。然而，目前華語教學關於遊戲活動的相關研究尚在發展階段，在教學現場，華語老師也受限於難以自行設計遊戲或製作道具等因素，因而降低使用課堂遊戲活動的意願和頻率。 本研究將桌上遊戲元素加入華語文課堂中，透過適度更動桌上遊戲「驢橋」的部分規則和道具，盼學生在帶有競爭性質的規則中歡樂且積極地練習所學生詞，證明桌上遊戲作為華語教學複習活動的可行性。 此次實驗過程中讓受試學生實地操作「驢橋」，實驗過程中同時錄音，實驗結束後請所有受試學生填寫問卷，並徵求自願者進行一對一訪談，最後綜合實驗觀察紀錄、問卷與訪談以觀察探究學生對「驢橋」的反應。根據研究結果，「驢橋」作為華語課堂的遊戲活動時，可引起學生注意力，積極將所學應用於遊戲中，提升生詞學習的自信心，華語教師在遊戲中可鼓勵增強學生的滿足感，扮演給予學生回饋的重要角色，「驢橋」為學生接受程度高的華語課堂教學複習遊戲活動。此次研究證明桌上遊戲「驢橋」改編為華語教學課堂複習活動可提升學生學習動機，學生反應熱烈，未來可推廣更多樣化的桌上遊戲進入華語教學課堂，讓華語教學的活動更豐富多彩。 / Class games play an important role in language class. The advantages of games include: lower the learning pressure, strengthen the learning motivation, enhance the interaction between students, and stimulate higher-order thinking ability. Games are also a necessary practice for language learning. However, related research in the field of teaching Chinese as a second language is still developing. Also, due to the difficulty of designing the games and preparing the props, Chinese teachers would hesitate to use the games or reduce the frequency of language games in the classroom. The topic of this research is teaching Chinese as a second language class integrated with tabletop games factors. By amending some rules and props of the board game Eselsbrücke, students would be expected to practice the learned vocabularies actively and delightfully in this game. Also, this research could prove the feasibility of tabletop games as the reviewing activity of teaching Chinese as second language. In the research, subjects would operate Eselsbrücke directly, and all their response would be observed through recording. After the research, students filled in the questionnaire, and volunteers would accept the interview. According to the research result, as a game in Chinese class, Eselsbrücke can arouse student’s attention, review what they have learned, makes students more confident in learning vocabularies. Chinese teachers play an important role that not only encourages students to achieve higher sense of satisfaction, but also feedbacks to students immediately. Combining the fun of game and the effective language practice, Eselsbrücke is a reviewing activity which is easy for students to accept in teaching Chinese as a second language class. This research proves that tabletop game Eselsbrücke shows positive effect to students as a Chinese class reviewing activity. In the future, we may promote tabletop games in teaching Chinese as a second language class, to create more and more interesting and attractive Chinese teaching activities.