運用擴增實境輔助科學學習對不同空間能力及 學習態度學童之學習成效影響

Abstract

本研究主旨為探討不同空間能力及不同科學態度之學生於擴增實境輔助課後學習之後，在科學中的學習成效、學習興趣及信心為何。本研究發展了一套讓學生在課後使用的擴增實境輔助學習系統，搭配紙本講義，學生自主使用講義及行動載具來輔助學習。最後檢測其學習成效、學習興趣及信心。在本研究中，主要教學課程為生物科的「細胞與染色體」。使用了擴增實境的技術去協助呈現一些較為抽象，甚至需要空間能力來學習的科學概念。以臺灣13歲學生為主要受試者，了解學生在此種輔助學習的方式之下，不同空間能力及不同科學態度的學生是否有不同幅度的輔助效果。 研究結果發現，受試學生透過擴增實境的輔助學習，提升了細胞及染色體的學習成效及學習興趣。此外，也發現低空間能力的學生在使用擴增實境輔助學習的學習成效中較高空間能力學生更有顯著成效。而在科學態度中，低科學態度的學生則是於學習興趣的表現上比高科學態度的學生有更顯著的進步。整體學生對本研究所發展的課後輔助學習方式未來使用意願高。During the past 50 years, scientific education has granted a great deal of attentions. scientific education is indispensable for an educated modern citizen. The enhancement of scientific literacy becomes one of the nation’s primary goals on science education. Currently, Augmented Reality (AR) is new technology that combines the real word with virtual objects which allows the users to interact between virtuality and reality. The aim of this study is to develop a set of application with mobile AR and use this application to help students learn science concepts concerning biology. One intact class with 32 junior high school students participate in the study. The quantitative analysis of the questionnaires is conducted through descriptive statistics, t-test and ANCOVA in order to understand the effects on students with different spatial ability and different scientific attitude. This paper shows that through AR assisted learning, students’ learning achievement and scientific interest are significantly improved. Students with low spatial ability have significant improvement on learning achievement than those with high high spatial ability. Students with low scientific attitude show higher learning interests than those with high scientific attitude. In addition, most students are willing to use this AR application in these future study.