擴增實境教學對注意力缺陷過動學生學習之影響

Abstract

本研究旨在探討擴增實境教學對注意力缺陷過動學生學習之影響，並根據研究結果提出建議，做為日後推展擴增實境教學之參考。本研究以「概念學習」與「分心行為」為依變項進行研究，研究對象為台北市立某國中八年級一位注意力缺陷過動學生，研究工具為「分心行為觀察紀錄表」與「自編概念學習測驗」，將學生上課過程錄影並於課後整理統計，並將「分心行為次數」與「概念學習測驗分數」以C統計進行資料分析。 經實驗與資料分析，本研究主要發現如下： 1. 擴增實境教學與傳統教學對學生概念學習測驗成績的影響沒有不同。 2. 學生接受擴增實境教學分心行為出現次數少於傳統教學分心行為出現次數，意即擴增實境教學能有效減少學生的分心行為。 3. 擴增實境教學能改善學生特定分心行為，分心動作與分心消極行為出現次數皆下降。 最後本研究依據研究發現，對教學應用與後續研究提出建議。

Augmented Reality teaching method is used to investigate theinfluence of Attention Deficit Hyperactivity Disorder（ADHD）student’s learning effectiveness, while “concept learning” and “off-task behavior” were dependent variables in this study. The participant was an eighth grade ADHD student, and research tools were off-task behavior observation table and concept learning test by recordingcourses through video camera. The data obtained were statistically analyzed by C statistics. The major results of the study were as follow： 1. There are no difference to concept learning test scores between Augmented Reality teaching and Traditional teaching. 2. Student’soff-task behaviorshows less frequently by using Augmented Reality teaching method than Traditional one. 3. Augmented Reality teaching can reduce student’soff-task motor and off-taskpassive behaviors. Finally, Based on findings,there are some recommendations and suggestions for teachers and subsequent researchers.