以擴增實境輔助國小學生學習測量與估測

Abstract

數與量是學習數學之基礎，學生應培養測量與估測能力，在學生學習經驗尚不足時，需藉生活情境引導學生實際操作以形成概念。然量感是教學課程上易忽略的一環，面積與體積的估測與測量較難在教學現場中呈現。本研究發展一套擴增實境工具輔助學生學習估測與測量，透過工具將抽象的概念視覺化、具體化。本研究採準實驗設計，實驗對象為北部某國小五年級學生，皆為常態編班，選取兩個班共45位學生為實驗組，使用擴增實境工具搭配課程學習單來學習測量與估測；另兩個班為對照組共46位學生，學生需自行製作估測需要的參考物，並使用參考物來學習測量與進行估測。兩組在學習內容、授課教師及教學流程均相同，並於學習活動結束後，收集學生的成就測驗、態度問卷等量化資料，據以分析整理實驗結果。研究結果發現：（1）實驗組與對照組學生在學習成就並無顯著差異；（2）兩組學生之學習動機、態度在「體積估測」探究動機有顯著差異，實驗組較願意與同學一起討論，亦願意挑戰其他的估測題目，以及想學更快、更有效的估測方法；（3）實驗組學生在工具有用性與易用性整體滿意度高。推測學習成就未達顯著的原因可能為：本研究工具操作僅使用兩節課，故學生尚不熟悉平板操作，以及學生對體積認知概念尚有不足，應於學校數學課程學習體積的單元，對體積有一定的認知概念後，再進行擴增實境工具體驗。未來研究可進一步改善擴增實境工具，加入互動對話框引導學生進行估測或測量的步驟，以減少學生的認知負荷，並加入遊戲機制，提升學生繼續練習估測的動機。

Numbers and quantities are fundamental to learning mathematics, and students need to develop measurement and estimation skills. When students lack sufficient learning experiences, real-life situations should guide them in hands-on activities to form concepts. However, the sense of quantity is often overlooked in the curriculum. Interviews with fifth-grade teachers at a Taiwanese elementary school revealed challenges in teaching area, volume estimation, and measurement. Thus, this research developed an augmented reality (AR) tool to assist students in learning these concepts by visualizing and concretizing abstract ideas. This study used a quasi-experimental design with fifth-grade students from a northern Taiwanese elementary school. Two classes (45 students) formed the experimental group, using the AR tool and worksheets for learning. Two other classes (46 students) formed the control group, using self-made reference objects. The learning content, teachers, and processes were consistent across groups. Data from achievement tests and attitude questionnaires were collected and analyzed.Findings include: (1) No significant difference in achievement between groups, although the experimental group scored higher on average post-tests; (2) Significant increase in motivation towards"volume estimation" in the experimental group, with students more willing to discuss and challenge estimation problems; (3) High satisfaction in the experimental group with the tool's perceived usefulness and ease of use. The lack of significant achievement might be due to the tool's limited use and students' unfamiliarity with tablets. Future research should improve the AR tool with interactive guides to reduce cognitive load and incorporate a game-like scoring mechanism to enhance motivation.