運用空間接近原則強化擴增實境在學習上的成效

Abstract

擴增實境是一項近年被廣為討論的多媒體技術，隨著智慧型手機的蓬勃發展，已有許多在智慧型手機上使用擴增實境的應用。其中更有不少教育研究者開發了以擴增實境輔助學習的相關教材，但在過去的研究中較缺少理論背景的支持，解釋擴增實境是如何提升學習成效。因此本研究主要的目的為聯繫擴增實境與空間接近原則的關聯。 本研究運用空間接近原則提及的相關聯的學習教材應呈現於相近位置，避免學習者耗費多餘的認知資源於不同的教學媒體學習之概念。由電腦簡報學習之兩者不同的教學媒體，到擴增實境虛實整合的疊加相關教材於同一視覺範圍下，分別由疊加影像為主的教材以及疊加文字為主的教材進行探討，以驗證擴增實境虛實整合的特性是否在空間接近原則的基礎上提升學習成效。 根據研究結果顯示，當相關聯的教材要進行整合時，無論是以擴增實境的方式來疊加以影像為主的教材或是以文字為主的教材，對於學習者的學習都是顯著優於將相關聯的教材分散於不同教學媒體的電腦簡報組。而關於系統操作的部分，除系統靈敏度需要改進以外，學生們皆對擴增實境系統有正向良好的使用態度。經由兩個星期後的延宕測驗顯示，使用擴增實境進行學習的學習者亦能維持良好的學習保留程度。Augmented Reality is a multimedia technology that has been widely discussed in recent years. Among them, many educational researchers have developed relevant textbooks to augment reality-assisted learning. However, in the past studies, they lacked the support of theoretical backgrounds to explain how augmented reality enhances learning outcomes. Therefore, the main purpose of this study is to connect the augmented reality with the Spatial Contiguity Principle. In this study, using the Spatial Contiguity Principle should presented related learning materials close each other, avoiding the learners need to consume extraneous cognitive resources in different teaching media. From the two different teaching media of the computer briefing, to the Augmented Reality integrated textbooks and supplementary materials under the same visual range, superimposed image-based teaching materials and superimposed text-based teaching materials are respectively discussed whether or not the characteristics of Augmented Reality with combines the real and virtual world are based on the principle of Spatial Contiguity to enhance learning performance. According to the results of the study, when the associated materials be integrated, either using Augmented Reality to superimpose the image-based or text-based materials, the learning outcomes are significant better than computer briefing group that distributes related materials in different teaching media. Students have a positive attitude towards the augmented reality system, except that the sensitivity of the system needs to be improved. After two-week, learners using augmented reality learning can also maintain good learning performance.