Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/92746
Title: 不同回饋方式在擴增實境輔助學習上之成效分析
The Effect of Different Feedback Methods on AR-based Assisted Learning
Authors: 張國恩
宋曜廷
劉子鍵
Chang, Kuo-En
Sung, Yao-Ting
Liu, Tzu-Chien
黃郁茹
Hwang, Yu-Ju
Keywords: 擴增實境
學習引導
學習策略
Augmented reality
Learning guided
Learning strategy
Issue Date: 2018
Abstract: 現今課程的安排基於傳統教材進行教學活動,學習者學習新的概念時,透 過教學者引導其以有意義的方式學習,將課程所學內容進行有效整合以及結構化,運用擴增實境的定位特性與辨識標記概念搭配學習活動引導教材及適當的教學策略,協助學習者在學習過程中經由學習策略的安排,獲得學習引導及學習個人化之面向。 故本研究提出擴增實境學習導航系統(AR-based Learning Guide,ARLG),以擴增實境學習導航系統作為輔助學習工具,搭配國小高年級健康領域學習教材內容,讓學習者透過學習導航系統與教材及課程內容進行互動。 研究結果顯示,擴增實境學習導航系統的間接回饋組在學習成效比較時,進步幅度明顯優於直接回饋組,在兩組別皆使用擴增實境的情況下,提供學習者相同的外在環境條件進行學習活動時,在神馳經驗、領域學習動機與自我導向學習態度量表上,顯示學習策略的不同並未造成兩組別在學習活動專注度上的差異。在系統滿意度方面,除操作靈敏度教需要改進外,其餘學習者具有良好的使用以及接受態度,並對未來使用皆抱持著開放的心態。在間隔一個月的延宕測驗顯示,使用擴增實境學習導航系統的間接回饋組以及直接回饋組兩者並無學習保留上的差異。
The instructors and learners face during teaching and learning process is being constrained by traditional paper-based teaching activities are restricted by physical space. Therefore, one cannot integrate and collaborate with the design of the instructional materials effectively. As a result, it is unlikely that instructors are able to successfully moderate learners’ focus on the content, as well as the order of their focus during their reading and learning processes, which forms a blind spot in teaching and learning. In order to organize knowledge structures to facilitate a meaningful learning experience and teach strategies, this study applied augmented reality (AR) and image positioning technologies to paper textbooks. By utilizing AR’s function of providing accurate guidance to learners, this study intends to establish an AR-based Learning Guide (ARLG) system for guiding learners through the logical pathways of the materials. According to the analysis, the experimental groups make significant better progress than the control group, beside the progress of the test, included of the experience flow, learning motivation of the learning area and learning attitudes, there was no significant different among all groups. The results revealed that the learners demonstrated a good experience by using the system and a positive learning attitude. One month later both of the groups had delayed test, the test shows that the experimental group and the control group were not significantly different in the post-test scores and learning retention of the course after a month.
URI: http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=%22http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G060408003E%22.&%22.id.&
http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/92746
Other Identifiers: G060408003E
Appears in Collections:學位論文

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