不同學習風格學生在延伸式擴增實境教學的學習成效之研究 The Learning Effectiveness of Students with Different Learning Styles while Applying Extended Augmented Reality in Teachnig

Date
2013
Authors
李雨蒔
LEE,YU-SHIH
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Abstract
本研究主要探究的是在於應用延伸式擴增實境教學的學習過程中,針對學生不同的學習風格,在自然與生活科技領域的學習成效是否會有顯著的差異。採用延伸式擴增實境實驗教學實際進行教學,並以學生訪談及教師觀察的方式進一步了解學生學習情況與學習成效。 本研究採用問卷法、訪談法及教學觀察研究法,以北部某國中學生(13-15歲)為對象,進行使用延伸式擴增實境於「晝夜與四季變化」單元的實驗教學。研究工具為單元的延伸式擴增實境教材、教學簡報電子檔、成就測驗前後卷、延伸式擴增實境教學實驗紀錄單、VARK Questionnaire(The Younger Version)的學習風格問卷、學生訪談大綱及老師教學觀察紀錄。實驗教學過程中,實施單元成就測驗的前、後測試卷、進行教學簡報,教導本單元的重要概念,讓學生進行延伸式擴增實境的實驗操作並記錄結果。最後進行訪談學生,完成學習風格問卷填寫,統計分析學習風格與學習成效之間的關聯。 綜合所有研究資料歸納出結論,從教師教學與學生學習方面觀點來看,延伸式擴增實境架構擬真學習情境,讓學習者與真實生活及真實現象緊密結合,能主動學習並能將所學連結與應用。另外創造新的感官體驗,提供多元感官學習通道,兼顧不同學習風格學生培養學習的能力。並以學生學習風格為中心,了解學生學習的多元傾向,培養符合個別差異的學習與解決問題的策略。 從教學設備與教材設計方面來看,延伸式擴增實境提供給學習者不受空間與時間限制的學習工具,直覺體驗與結合實際的學習;營造互動體驗的科技學習情境,體驗豐富的學習資訊,促進學習興趣與學習動機。進而整合科技媒體的訊息,虛擬與實體的互動,增加有意義的學習,提升學習成效。
The main purpose of the research is to discuss if there is significant difference in learning effectiveness of students with different learning styles while applying extended augmented reality in Science and Technology Domain. The extended augmented reality was used in the experimental teaching, then the students were interviewed and the observation schedules were recorded by teachers in order to understand their learning condition and learning effectiveness. This research applied questionnaire survey, interview and participant observation, and the subjects are junior high school students (aged from 13-15) at New Taipei City. The extended augmented reality was used in the popular science topic “changes of day and night and the four seasons” in the experimental teaching. The research tools included the extended augmented reality equipment for the topic “changes of day and night and the four seasons,” slides for teaching, sheets of pretest and post test for learning achievement, the worksheet for the extended augmented reality experiment, VARK questionnaire (the younger version), outlines for interviewing students, and observation schedules for teachers in each group. The process of experimental teaching was as follow: At first, the pretest about “changes of day and night and the four seasons” was taken by the students. Then, the teacher explain the main concepts of this topic with slides. After that, the students operated the extended augmented reality equipment in groups and wrote down the results of the experiments on the worksheet. The post test was taken and some of the students were interviewed after the experiments finished. The students filled in the VARK questionnaire. All the researching information can be concluded in two aspects. In the aspect of teaching and learning, extended augmented reality constructed a virtual situation so that the learners can relate to real life and real phenomenon and learned actively. Secondly, it also created new sensory experience, provided multi-sensory channel, developed learning abilities for students with different learning styles. Thirdly, the lesson was based on students’ learning styles. The teachers can understand the multi learning preference of the students to fit individual difference and to cultivate strategies for solving problems. In the aspect of teaching equipment and designing teaching materials, extended augmented reality is an ideal learning tool without the restriction of time and space. It provided direct experience and virtual situation for the learners, created interactive and technological learning environment, presented rich learning information to increase learning motivation and learning interests. Besides, it also intergrated the information of technological media, provided interaction between virtual situation and real objects, made the learning meaningful and therefore to increase the learning effectiveness.
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延伸式擴增實境, 學習風格, 學習成效, extended augmented reality, learning styles, learning effectiveness
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