以互動性觀點探討擴增實境對國小學童空間能力與科技接受度之影響

Abstract

本研究旨在設計不同互動性之擴增實境教材，用以探討擴增實境的互動性對國小學童空間能力與科技接受度的影響。研究目的如下： 一、探討擴增實境教材對學童空間能力的影響。 二、探討擴增實境的互動性對學童空間能力的影響。 三、探討學童對擴增實境的科技接受度。 本研究使用文獻分析法、準實驗研究法、問卷調查法研究法。研究對象為臺北市某國民小學四年級共75名學童。研究工具包含國小空間能力量表、擴增實境空間能力教材、科技接受度問卷。以描述統計、相依樣本t檢定、共變數分析等統計方法進行資料處理。 研究結果顯示，擴增實境教材對學童空間能力有正向的影響，然而教材互動性對學童空間能力的影響上並無顯著的差異，根據問卷調查結果也發現，學童對於使用擴增實境進行學習的整體接受度相當高。This study attempts to explore the effects of different interactivity of augmented reality (AR) contents on primary school students’ spatial ability. The purposes of this study are as follows： 1. To investigate the effect of AR contents on students’ spatial ability. 2. To investigate the effect of different interactivity of AR contents on students’ spatial ability. 3. To investigate students’ acceptance of AR. The research methods involved literature analysis, quasi-experimental design, and questionnaire survey. A total of 75 fourth grade students enrolled in a primary school in Taipei city were selected to participate in this study. The instruments of this study include spatial ability scale for primary school students, spatial ability learning contents with the AR and the technology acceptance questionnaire. The quantitative analysis of this study was through descriptive statistics, paired-sample t test and ANCOVA. Results of this study showed that AR had positive influence on students’ spatial ability. However, there was no significant difference between experimental group and control group on their special ability. According to the technology acceptance questionnaire, the students had high acceptance for learning with the AR.