擴增實境學習輔助及先備知識對國中八年級學生Scratch專題式遊戲創作學習表現及學習動機之影響

Abstract

本研究旨在探討擴增實境學習輔助及先備知識對八年級學生Scratch專題式遊戲創作的學習成效及學習動機之影響。本研究採因子設計之準實驗研究法，研究對象為八年級學生，有效樣本162人。自變項包含教學策略(演練範例、遊戲設計)、學習輔助型態(紙本學習單、AR學習單)與先備知識(高先備知識、低先備知識)；依變項包含學習成效(知識理解、知識應用)與學習動機(價值成分、期望成分)。 研究結果顯示：在學習成效方面，(1)就知識理解而言，高先備知識學習者的知識理解表現優於低先備知識學習者、學習輔助及教學策略各組學習者的知識理解表現無顯著差異；(2)就知識應用而言，教學策略×學習輔助二維交互作用達顯著水準，使用遊戲設計教學策略時，AR學習組的知識應用表現優於紙本學習組、使用AR學習單時，遊戲設計組的知識應用表現優於演練範例組；而且，學習輔助×先備知識二維交互作用也達顯著水準，使用紙本學習單為教學輔助時，高先備知識學習者的知識應用表現優於低先備知識學習者、低先備知識學習者使用AR學習輔助的知識應用表現優於紙本學習輔助。在學習動機方面，(3)各實驗組學習者對學習活動皆抱持正向動機表現、而且，AR學習組的學習動機表現優於紙本學習組、遊戲設計組的學習動機也優於演練範例組。

The purpose of this study was to investigate the effects of different instructional strategies, learning assistance tools and prior knowledge on junior high school students’ performance and motivation toward Scratch project-based game making. A quasi-experimental design was employed and the independent variables were types of instructional strategies, learning assistance tools and prior knowledge. The dependent variables were the students’ learning performance and motivation. The participants were eighth graders. The results revealed that (a) for knowledge comprehension performance, high-prior knowledge group outperformed the low-prior knowledge group. , whereas there was no significant difference between the different instructional strategies group and learning assistance tools group; and (b) as for knowledge application, the interaction between instructional strategies and learning assistance tools is significant, the AR-learning assistance tool group outperformed the paper-learning assistance tool group while using the game-design learning instructional strategie, and the game-design learning instructional strategie group outperformed the working-examples instructional strategie group while using the AR-learning assistance tool; the interaction between learning assistance tools and prior knowledge is significant, the high-prior knowledge group outperformed the low-prior knowledge group while using the paper-learning assistance tool, and the AR-learning assistance tool is better than paper-learning assistance tool for low-prior knowledge learners; (c) as for learning motivation, all participants showed positive motivation toward the employed learning assistance tools and the augmented reality group revealed higher degree motivation than the paper group; and the game-design learning group revealed higher degree motivation than the working-examples group.