請用此 Handle URI 來引用此文件:
http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/5351
完整後設資料紀錄
DC 欄位 | 值 | 語言 |
---|---|---|
dc.contributor.advisor | 林維真(Weijane Lin) | |
dc.contributor.author | Wen-Hsin Hsu | en |
dc.contributor.author | 許文馨 | zh_TW |
dc.date.accessioned | 2021-05-15T17:56:36Z | - |
dc.date.available | 2019-07-08 | |
dc.date.available | 2021-05-15T17:56:36Z | - |
dc.date.copyright | 2014-07-08 | |
dc.date.issued | 2014 | |
dc.date.submitted | 2014-06-25 | |
dc.identifier.citation | 周麗芳、鄭伯壎、陳靜慧、任金剛、許金田(2005)。華人高階管理者網絡中的 特殊連帶與人際情感:深層心理契合與正式工作關係的效果。本土心理學研究,23,201-257。
陳幗眉、洪福財(2001)。兒童發展與輔導。臺北市:五南。 曾娉妍、蘇桂美、陳麗娟、黃志龍(2004)。資訊素養融入國小五年級自然科教 學之研究。圖書館學與資訊科學,30(1),41-54。 曾淑賢(2001)。兒童線上公用目錄查詢系統檢索行為之研究。國立中央圖書館臺灣分館館刊,7(2),13-33。 曾雪娥(1993)。四十年來的中小學圖書館。中國圖書館學學會報,51,51-59。 黃鳳娟(2013)。國小中高年級學童性別意識與圖像性別表徵之調查研究(未出 版之碩士論文)。國立新竹教育大學藝術與設計學系藝術教育與創作碩士班, 新竹市。 董芳武(2013)。兒童對人形機器人之感知與評價研究。設計學報,18(3), 23-39。 詹棟樑(1994)。兒童人類學──兒童發展。臺北市:五南。 圖書館法(2001年01月17日)。 榮泰生(2009)。AMOS與研究方法。臺北市:五南。 臺北市立圖書館(2012)。解讀2012臺北人閱讀行為及借閱排行榜。2013年8 月30日。取自:http://www.tpml.edu.tw/public/Attachment/31281449162.pdf 鄭雪玫(1991)。兒童圖書館理論�實務。臺北市:臺灣學生。 蘇國榮(2013)。淺談兒童室的規劃:以花師圖書館兒童室為例。2013年9月13 日。取自:http://www.wenkiang.com.tw/su6.htm Agosto, D.E. (2007). Why do teens use libraries? Results of a public library use survey. Public Libraries, 46(3), 55–62. Balasuriya, J.C., Watanabe, K., and Pallegedara, A. (2007). ANFIS based active personal space for autonomous robots in ubiquitous environments. In Proceedings of the 2007 International Conference on Industrial and Information Systems, 523-528. Banik, S. C., Gupta, A. K. S., Habib, M. K., & Mousumi, R. N. (2013). Determination of active personal space based on emotion when interacting with a service robot. International Journal of Advanced Robotic Systems, 10, 1-7. Becker, K. (2012). 24 Hours in the children’s section: An observational study at the public library. Early Childhood Education Journal, 40(2), 107-114. Behan, J. & O’Keeffe, D. (2008). The development of an autonomous service robot. Implementation: “Lucas”—The library assistant robot. Intelligent Service Robotics, 1(1), 73-89. Benton Foundation (1996). Buildings, books and bytes: Libraries and communities in the digital age. Retrieved September 2, 2013, from: https://www.ideals.illinois.edu/bitstream/handle/2142/8130/librarytrendsv46i1o_opt.pdf?sequence=1 Burgard, W., Cremers, A.B., Fox, D. Hahnel, D., Lakemeyer, G., Schulz, D., Steiner, W. &Thrun, S. (1998). The Interactive Museum Tour-Guide Robot. Proceedings of The National Conference On Artificial Intelligence, 11-18. Bond, M. A. & Wasik, B. A. (2009). Conversation stations: Promoting language development in young children. Early Childhood Education Journal, 36(6), 467-473. Coradeschi, S., Ishiguro, H., Asada, M., Shapiro, S., Theilscher, M., Breazeal, C., Mataric, M., & Ishida, H. (2006). Human-inspired robots. IEEE Intelligent Systems, 21(4), 74. DeVellis, R. F. (1991). Scale Development Theory and Applications. London: SAGE. Eyssel, F., Kuchenbrandt, D., Bobinger, S., Ruiter, L. de and Hegel, F. (2012). If you sound like me, you must be more human: On the interplay of robot and user features on human-robot acceptance and anthropomorphism. In Proc. 7th ACM/IEEE Conf. Human-Robot Interaction (HRI 2012), 125-126. Fagin, B., Laurence, M. (2003). Measuring the effectiveness of robots in teaching computer science. SIGCSE Bull, 35, 307-311. Hahn, J., Twidale, M., Gutierrez, A., & Farivar, R. (2010). Methods for applied mobile digital library research: A framework for extensible wayfinding systems. The Reference Librarian, 52(1/2), 106–116. Hall, E. T. (1966). The hidden dimension: Man’s use of space in public and private. London: The Bodley Head Ltd. Ham, J., Esch, Mirjam van, Limpens,Y., Pee, Jente de, Cabibihan, J.-J., Ge, Shuzhi Sam. (2012). The automaticity of social behavior towards robots: The influence of cognitive load on interpersonal distance to approachable versus less approachable robots. Social Robotics Lecture Notes in Computer Science, 7621, 15-25. Hargie, O. (2004). Skilled interpersonal communication: research, theory and practice. New York: Routledge. Harmer, W. R. (1959). The effect of a library training program on summer loss or gain in reading abilities. Ph.D. dissertation, University of Minnesota. Hatt, F. (1976). The Rading Process: A framework for analysis and description. London: Clive Bingley. Kanda, T., Hirano, T., Eaton, D., & Ishiguro, H. (2004). Interactive robots as social partners and peer tutors for children: A field trial. Human–Computer Interaction, 19, 61–84. Khan, Z. (1998). Attitudes towards intelligent service robots. NADA KTH Technical Report, Stockholm. Kidd, C. D. (2006). A sociable robot to encourage social interaction among the elderly. In Proceedings of the 2006 IEEE International Conference on Robotics & Automation, 3972-3976. Kohlberg, L. (1966). A cognitive-developmental analysis of children's sex- role concepts and attitudes. In E. E. Maccody (Ed.), The development of sex differences. Stanford, CA: Stanford University Press. Lance, K.C. (1994). The impact of school library media centers on academic achievement. School Library Media Quarterly, 22(3), 167-172. Lin, W., Yueh, H.-P., Wu, H.-Y., & Fu, L.-C. (2014). Developing a service robot in children’s library: A design-based research approach. Journal of the American Society for Information Science and Technology, 65(2), 290-301. Lin, Y.C., Liu, T.C., Chang, M. & Yeh, S. P. (2009). Exploring children’s perceptions of the robots. In Proceedings of the 4th International Conference on E-Learning and Games: Learning by Playing. Game-based Education System Design and Development, 512-517 MacDorman, K.F. (2006). Subjective ratings of robot video clips for human likeness, familiarity and eeriness: An exploration of the uncanny valley. In Proceedings of Conference on Cognitive Science Workshop on Android Science, 26–29. Mediavilla, C. (2001). Creating the full-service homework center in your library. Chicago: American Library Association. Mikawa, M, Morimoto, Y. & Tanaka, K. (2010). Guidance method using laser pointer and gestures for librarian robot. RO-MAN, 2010 IEEE, 373-378. Mori, M. (1970). Bukimi no tani (The Uncanny Valley). Energy, 7(4), 33-35. Mutlu, B. & Forlizzi, J. (2008). Robots in organizations: The role of workflow, social, and environmental factors in human-robot interaction. In Proceedings of 2008 3rd ACM/IEEE International Conference on Human-Robot Interaction (HRI), 287-294. Mutlu, B., Osman, S., Forlizzi, J., Hodgins, J., Kiesler, S. (2006). Perceptions of Asimo: Task structure and user attributes as elements of human-robot interaction design. In Proceedings of the 15th IEEE Symposium on Robot and Human Interactive, 351–352. Nejat, G. Sun,Y., & Nies, M. (2009). Assistive robots in health care setting. Home Health Care Management & Practice, 21(3), 177-187. Neuman, W. L. (2002). Social research methods: Qualitative and quantitative approaches. Boston, MA : Allyn and Bacon. Norman, D. A. (2004). Emotional design: Why we love (or hate) everyday things. New York: Basic Books. Nomura, T, Suzuki, T., Kanda, T., Han, J., Shin, N., Burje, J., & Kato, K. (2008). What people assume about humanoid and animal-type robots: Cross-cultural analysis between Japan, Korea, and the USA. International Journal of Humanoid Robotics, 5, 25-46. Nomura, T., Kanda, T., Suzuki, T., and Kato, K. (2008). Prediction of human behavior in human-robot interaction using psychological scales for anxiety and negative attitudes toward robots. IEEE Transactions on robotics, 24(2), 442-451. Nomura, T., Kanda, T., Suzuki, T., and Kato, K. (2009). Age differences and images of robots: Social survey in Japan. Interaction Studies, 10(3), 374-391. Nomura, T., Kanda, T., Suzuki, T., Yamada, S., and Kato, K. (2009). Influences of Concerns toward Emotional Interaction into Social Acceptability of Robots. In Proceedings of the 4th ACM/IEEE international conference on Human robot interaction, 231-232. Nomura, T., Tasaki, T., Kanda, T. Shiomi, M. & Hagita, N. (2007). Questionnaire-Based Social Research on Opinions of Japanese Visitors for Communication Robots at an Exhibition. AI and Society, 21(1-2), 167-183. Nunnally, J. C. (1978). Psychometric Theory (2nd ed.). New York: McGraw-Hill. Osborne, V. (2008). Engaging kids where kids are at: The Eltham library project. APLIS, 21(4), 178-181. Raqi, S. A. & Zainab, A. N. (2008). Observing strategies used by children when selecting books to browse, read or borrow. Journal of Educational Media & Library Sciences, 45(4), 483-503. Parry, M. (2011). A high-tech library keeps books at faculty fingertips--With robot help. Chronicle of Higher Education, 57(42). Retrieved December 18, 2013, from: https://chronicle.com/article/A-High-Tech-Library-Keeps/128370/ Peck, P. (2006). Crash course in children's services. London: Westport, Conn. Reeves, B. & Nass, C. (1996). The media equation: how people treat computers, televisions, and new media like real people and places. New York: Cambridge University Press. Robins, B., Dautenhahn, K., Boekhorst, R. T. & Billard, A. (2005). Robotic assistants in therapy and education of children with autism: can a small humanoid robot help encourage social interaction skills? Journal of Universal Access in the Information Society, 4(2), 105-120. Roy, N., Baltus, G., Fox, D., Gemperle, F., Goetz, J., Hirsch, T., Margaritis, D., Montemerlo, M., Pineau, J., Schulte, J., Thrun, S. (2000). Toward personal service robots for the elderly. In Proceedings of the Workshop on Interactive Robotics and Entertainment (WIRE). Schermerhorn, P., Scheutz, M., Crowell, C. (2008). Robot social presence and gender: Do females view robots differently than males? In Proceedings of the 3rd ACM/IEEE Conference on Human-Robot Interaction, 263–270. Schon, I. (1984). The effects of a special school library program on elementary students’ library use and attitudes. School Library Media Quarterly, 12(3), 227-231. Scopelliti, M., Giuliani, M. V., D'Amico, A. M., and Fornara, F. (2004). If I had a robot at home. Peoples' representation of domestic robots. In Keates, S., Clarkson, J., Langdon, P., and Robinson, P. (Eds.), Designing a more inclusive world (pp. 257-266). New York: Springer. Scopelliti, M., Giuliani, M. V., and Fornara, F. (2005). Robots in a domestic setting: A psychological approach. Universal Access in Information Society, 4, 146-155. Shaffer, D. R. (2009). Social and Personality Development (6th ed.). Belmont, CA: Wadsworth. Shibata, T., Wada, K., & Tanie, K. (2004). Subjective evaluation of a seal robot in Brunei. In Proceedings of 13th IEEE International Workshop on Robot and Human Interactive Communication, 135-140. Shiomi, M., Kanda, T., Ishiguro, H. & Hegita N. (2007). Communication Robots in Real Environments. In: Matthias Hackel (Eds.) Humanoid Robots: Human-like Machines (pp.567-576),Vienna, Austria: Intech. Siegel, M., Breazeal, C., Norton, M. I. (2009). Persuasive robotics: The influence of robot gender on human behavior. In Proceedings of the IEEE/RSJ International Conference on Intelligent Robots and Systems, 2563–2568. Siegwart, R., Arras, K., Bouabdallah, S., Burnier, D., Froidevaux, G., Greppin, X. Jensen, B., Lorotte, L. M., Meisser, M., Philippsen, R., Piguet, R., Ramel, G., Terrien, G. & Tomatis, N. (2003). Robox at Expo.02: A large-scale installation of personal robots. Robotics and Autonomous Systems, 42, 203–222 Sullivan, M. (2005). Fundamentals of children's services. Chicago: American Library Association. Syrdal, S., Koay, K. L., Walters, M. L.& Dautenhahn, K. (2009).The boy-robot should bark! Children impressions of agent migration into diverse embodiments. In Proceedings of New Frontiers in Human-Robot Interaction, 116-121. Takayama, L., Ju, W., Nass, C. (2008). Beyond Dirty, Dangerous and Dull: What Everyday People Think Robots Should Do. In Proceedings of 3rd ACM/IEEE International Conference on Human-Robot Interaction, 25-32. Texas State Library and Archives Commission (2001). Texas school libraries: Standards, resources, and students’ performance. Retrieved May 1, 2014, from https://www.tsl.texas.gov/ld/pubs/als/index.html Tolbert, E. L. (1980). Counseling for career development (2nd ed). Boston: Houghton Mifflin. Walters, M. L., Dautenhahn, K., Boekhorst, R., Koay, K. L., Kaouri, C., Woods, S., Nehaniv, C., Lee, D., and Werry, I. (2005). The influence of subjects' personality traits on personal spatial zones in a human-robot interaction experiment. In Proceeding of IEEE International Workshop on Robot and Human Interactive Computing (ROMAN). Walters, V. (2003). Public library services to children and teens: A research agenda. Library Trends, 51(4), 571-589. Waples, D, Berelson, B., Bradshaw, and Franklyn, R. (1940). What reading does to people: A summary of evidence on the social effects of reading and a statement of problems for research. Chicago: The University of Chicago press. Wicks, J. (1995). Patterns of reading among teenage boys: The reading habits and book preferences of 13-15 year old boys. New Library World, 96(1122), 10-16. Wolk, S. (2008). Joy in school. Educational Leadership, 66(1), 8-15. Wood, C. (2007). Yardsticks: Children in the Classroom Ages 4-14. Massachusetts: Northeast Foundation for Children. Young, H. (1983). The ALA glossary of library and information science. Chicago: American Library Association. | |
dc.identifier.uri | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/5351 | - |
dc.description.abstract | 兒童讀者為公共圖書館主要的使用者族群之一。於生理上他們常因身高限制或是資訊素養的不足而須仰賴成人的協助,而於心理上他們亦習慣身旁有人陪伴,與父母或圖書館員一同使用圖書館服務。然而圖書館員礙於人力成本的限制,無法在同一時間服務所有讀者,經常使得兒童讀者的圖書館使用需求無法被滿足,或遭遇障礙。基於上述背景,本研究藉由引進圖書館機器人服務,提供陪伴、引導與圖書館利用指導,以滿足兒童讀者的需求與降低圖書館員的工作負擔。過去雖有相關文獻探討人與機器人互動情形,但多以瞭解互動態度為主,關注兒童之閱讀與資訊行為的相關研究較少。本研究以兒童讀者為主要研究對象,探討圖書館機器人與兒童讀者的互動空間與態度,並考慮兒童的性別、年齡等生理發展狀況,以及性別態度、社會化等心理發展情形,以進一步探討圖書館機器人在兒童進行高層次閱讀與資訊互動行為時的功能與角色。
本研究共招募77位臺北市國小三至六年級學童,將其隨機分配至各組別與不同外觀機器人在圖書館中互動。透過受測者在實驗過程中所保持的個人空間與事後填寫的問卷態度,來分析受測者對於機器人的想法。根據研究結果,受測者對於機器人抱持正面的態度,且在與機器人互動時感到自在。而其中發現機器人外觀會影響兒童讀者與機器人之間的互動:與擬人化外觀機器人互動的受測者所保持的個人空間較與擬機械外觀機器人互動的受測者近,與此距離內互動暗指受測者視圖書館為私密空間,並認為機器人為親密好友。此外,兒童讀者的性別亦會影響互動過程,當與機器人互動時兒童偏向與自己同性別之機器人在較近的空間中互動,且女孩對機器人保持更為正面的態度。本研究在樣本資料收集與測量上突破先前研究之困難,提供兒童讀者與圖書館機器人互動之實證研究支持,對於圖書館引入機器人服務也能做為參考,期望在研究與實務上都能發揮價值。 | zh_TW |
dc.description.abstract | The child patron is one of the major user groups in the public library. Physically, they often need adults’ help to access library services because of height’s limits or lack of library information literacy; psychologically, they are used to be accompanied by adults or librarians when using the services in the library. However, due to the limit of human resources costs, librarians cannot serve all users in one time. This results in the dissatisfy of library need of child patrons
Based on the above background, this study provides accompanying, guide and the instruction of library use to meet child patrons’ need and to reduce librarians’ workload by introducing the library robot service. Although there were researches about the interaction between human and robot, these researches mainly focused on investigating the attitude of interaction, but not on the reading and information behaviors of children. This study used child patrons as the main object to investigate the personal space and attitude between the library robot and child patrons. Also, considering the children’s physiological development, such as gender and age, and their psychological development, such as gender role and socialization, this study further explored the function and role that the library robot played when child patrons were doing high level of reading and information interacting behaviors. This study recruited 77 elementary students from 3rd-6th grade from Taipei city and assigned them randomly to interact with robots with different appearances in the library. The personal space that the participants kept with different appearance robots and the attitude they had to the robot were recorded and analyzed. The result showed that the participants had positive attitude to the robots and felt comfort when interacting with robots. What’s more, the appearance of robots would affect the interaction process: the one that interacted with human-like robot kept the personal space closer than the one that interacted with machine-like robot. This space indicated that the participants took the library as a private space and thought the robot as their close friend. Besides, the gender of the participants would also affect the personal space and the attitude that the participants had to the robot. Child patrons tend to keep the personal space from the robot closer when robots were the same genders as they were. Also, the girl had more positive attitude than the boy as well. This study broke through past difficulties of the collection and measurement of sample data and provided the empirical research of the interaction of child patrons and library robots. The results can also be the reference when introducing the robot service to the library. | en |
dc.description.provenance | Made available in DSpace on 2021-05-15T17:56:36Z (GMT). No. of bitstreams: 1 ntu-103-R00126005-1.pdf: 1738572 bytes, checksum: 62ff4d9acfc0959aa38ffea3e602505b (MD5) Previous issue date: 2014 | en |
dc.description.tableofcontents | 謝辭 iii
摘要v Abstract vii List of Figures ix List of Tables x 1. Introduction 1 1.1 Research background and motivation 1 1.2 Research purpose and research question 3 2. Literature review 5 2.1 Child patrons’ development 5 2.2 Child patrons’ in libraries 7 2.3 Robots and libraries 11 2.4 Factors that affect Children and robot interaction 14 2.5 The personal space 23 2.6 Summary 29 3. Methodology 33 3.1 Participants 33 3.2 Instruments and settings 34 3.3 Experiment design 36 3.4 Questionnaire 41 3.5 Data analysis 44 4. Results and discussion 45 4.1 Participants’ personal space and attitude to robots with different robots’ appearances 46 4.2 Participants’ genders and interaction with robots 55 4.3 Participants’ ages and the interaction with robots 63 4.4 Summary 68 5. Conclusion 71 References 74 Appendix: The experiment questionnaire 88 | |
dc.language.iso | en | |
dc.title | 兒童圖書館機器人外觀與個人空間相關性之研究 | zh_TW |
dc.title | Determination of active personal space based on appearance when interacting with a library robot | en |
dc.type | Thesis | |
dc.date.schoolyear | 102-2 | |
dc.description.degree | 碩士 | |
dc.contributor.oralexamcommittee | 岳修平(Hsiu-Ping Yueh),傅立成(Li-Chen Fu) | |
dc.subject.keyword | 圖書館機器人,兒童讀者服務,個人空間, | zh_TW |
dc.subject.keyword | library robot,reader service for children,personal space, | en |
dc.relation.page | 89 | |
dc.rights.note | 同意授權(全球公開) | |
dc.date.accepted | 2014-06-26 | |
dc.contributor.author-college | 文學院 | zh_TW |
dc.contributor.author-dept | 圖書資訊學研究所 | zh_TW |
顯示於系所單位: | 圖書資訊學系 |
文件中的檔案:
檔案 | 大小 | 格式 | |
---|---|---|---|
ntu-103-1.pdf | 1.7 MB | Adobe PDF | 檢視/開啟 |
系統中的文件,除了特別指名其著作權條款之外,均受到著作權保護,並且保留所有的權利。