擴增實境應用對高中生線上學習的認知負荷、學習情緒與創意設計表現影響之研究

Abstract

因應數位學習國際趨勢，促使全球線上學習與新興科技的興起，實施創新教學。本研究旨在探討擴增實境應用對高中生線上學習的認知負荷、學習情緒與創意設計表現之影響。本研究採用準實驗研究法，研究對象為新北市某公立高中的兩個一年級班級，共59名參與者，其中，實驗組接受擴增實境教學，而對照組接受多媒體講述教學。研究工具包含認知負荷量表及創意設計表現量表，並透過Deepface臉部辨識模型蒐集學習情緒變化。最後使用成對樣本t檢定、獨立樣本t檢定和ANCOVA進行資料分析。主要研究結果包括（一）實施擴增實境教學能降低學生的認知負荷，對照組優於實驗組。（二）實施擴增實境教學，雖然對高中生的學習情緒影響不大，但在創意設計表現的各個階段卻呈現顯著差異。（三）實施擴增實境教學能提升高中生的創意設計表現，實驗組優於對照組。根據以上結果，本研究提出以下建議：提升教師對於擴增實境應用的專業知識與技能、提供學生對於擴增實境的學習支援、提供學生充足時間應用擴增實境技術，以供未來教學實務之參考。In response to the global trend of digital learning, which promotes the rise of online learning and new technologies, innovative teaching methods are being implemented. This study aims to explore how AR-based instruction affects high school students' online learning in terms of cognitive load, academic emotions, and creative design performance. Using a quasi-experimental research method, the study involved two classes of first-year students from a public high school in New Taipei City, with a total of 59 participants. The experimental group received AR-based instruction, while the control group received multimedia lecture-based instruction. Research tools included cognitive load scales, creative design performance scales, and the Deepfacefacial recognition model to collect changes in learning emotions. Data analysis was conducted using paired sample t-tests, independent sample t-tests, and ANCOVA. The main findings include: (1) Implementing AR-based instruction can reduce students' cognitive load, with the experimental group performing better than the control group. (2) While AR-based instruction does not significantly impact high school students' learning emotions, it shows notable differences at various stages of creative design performance. (3) Implementing AR-based instruction can enhance high school students' creative design performance, with the experimental group outperforming the control group. Based on these results, the study proposes the following suggestions:Enhancing teachers' professional knowledge and skills in AR applications, providing students with learning support for AR, and giving students sufficient time to apply AR technology. These suggestions serve as a reference for future teaching practices.