以擴增實境桌遊輔助觀察力學習之研究

Abstract

本研究提出以科學觀察框架融合擴增實境結合實體卡牌桌遊作為輔助學習之工具，用以培養早期小學兒童的科學觀察思維進而提升觀察能力、學習成效。運用擴增實境的虛實整合、即時互動與辨認標記概念搭配實體卡牌桌遊作為學習工具，擴增實境系統上的觀察問題、線索描述、假設並掃描QRcore、答案選擇和呈現的擬真3D生物模型影片使學習者能自由暫停、撥放外，也讓學習者能夠進行詳盡的科學觀察訓練，本研究以主題式的學習任務問題輔助學習者逐步加深練習有目的的特徵觀察、證據搜索和答案選擇，從中培養科學觀察思維提升觀察能力外，也同時增進對生物特徵的了解與認識。本研究的目的為比較擴增實境卡牌桌遊組與卡牌桌遊組，何者較能提升對於觀察能力、學習之成效。以準實驗法將新北市某國小三年級學習者分成擴增時竟卡牌桌遊組、卡牌桌遊組，各組使用不同的學習工具學習，並進行三周的實驗介入。所得知的結論如下:一、 使用擴增實境的學習者對於提升學習者的學習成效表現並無較明顯的助益。二、 雖在不同的學習方式下訓練科學觀察思維，但仍擁有相同的神馳經驗效果。三、 擴增實境卡牌桌遊組之學習者的觀察能力比起卡牌桌遊組的學習者有明顯助益。四、 使用擴增實境結合實體卡牌桌遊進行學習的學習者具有良好的使用以及接受態度。五、 使用擴增實境的學習者不能夠有效提升學習者的學習保留程度。This study proposes to use the scientific observation framework, augmented reality and physical card and card table games as auxiliary learning tools to cultivate the scientific observation thinking of early primary school children and improve their observation ability and learning effectiveness. The virtual and real integration, real-time interaction and recognition marking concepts of augmented reality are combined with physical card games as learning tools. The observation questions, clue description, scanning QRcore, answer selection and realistic 3D biological model movies presented on augmented reality system enable learners to freely pause, dial out and perform detailed scientific observation training. In this study, thematic learning task questions assist learners to gradually deepen the practice of purposeful feature observation, evidence search and answer selection, thereby cultivating scientific observation thinking and improving observation ability, and at the same time enhancing the understanding and cognition of biological features.This study compares the augmented reality card board game group board game group game group, which card board game group board game group board game group board game group can improve the effect of improvement on observation and observation ability learning . increase the time of the card game group and the card game group, each group uses different learning tools to learn, and conducts a three-week experiment introduction. The conclusions obtained are as follows:1. Learners who use augmented reality have no obvious benefit in improving learners' learning performance. 2. Although the scientific observation thinking is trained in different learning methods, it still has the same effect of experience. 3. The observation ability of the learners in the augmented reality board game group is significantly better than that of the learners in the board game group. 4. Learners who use augmented reality combined with physical card board games for learning have a good attitude towards use and acceptance. 5. Learners who use augmented reality cannot effectively improve learners' learning retention.