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|Title:||擴增實境對建構與操弄立體心像之影響 – 以三視圖學習為例|
Effects of Augmented Reality on Constructing and Manipulating Mental Imagery: Learning Orthogonal Views as an Example
Learning orthogonal views helps students construct and manipulate their mental imagery and improve their spatial ability. Novices often find difficulty in manipulating mental imagery due to the limit of individuals' short-term memory capacity. Previous studies showed that augmented reality (AR) could help students understand orthogonal views and improve their spatial ability. However, the effects on how AR learning experiences may facilitate students' cognitive process is not clear. The purpose of this study is to develop an AR application (AR-LOV) to facilitate novices learning orthogonal views, and to explore its effects on students’ learning performance, cognitive load, and learning attitudes. A quasi-experimental research design was conducted. Ninety-nine 6th grade students participated in this study. Fifty-one students learning orthogonal views using AR-LOV served as the experimental group, whereas forty-eight students learning orthogonal views without using AR-LOV served as control groups. Data collected and analyzed in this study includes students' performance scores, cognitive loading scores, answers to attitude questionnaire, as well as post-experiment interviews. The results revealed that (1) AR-LOV can be an effective scaffold for learning orthogonal views; (2) no significant differences in cognitive load between the two groups, which might be due to the insufficient time for students to use AR-LOV while learning; (3) students exhibited a positive attitude for using AR-LOV to learn orthogonal views. It is suggested further studies to explore the relationships between AR and cognitive load in depth, to develop AR tools to help students manipulate multiple-transformed and complicated mental imaginaries, to provide students with sufficient time when applying AR-LOV in learning, and to investigate how AR-LOV may affect other dimensions of learning, such as motivation and confidence.
|Appears in Collections:||學位論文|
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