運用擴增實境輔助國小學生學習幾何概念

Abstract

本研究發展了一套擴增實境系統輔助國小學生學習幾何概念，並進行教學實驗評估此系統對學生學習態度與成就之影響。系統之發展選定國小「長方體與正方體」幾何單元，讓學生透過平板電腦掃描（實境）展開圖，觀察（擴增）動畫摺合成立體圖之過程。學生可以自由組合實境圖卡構成不同之展開圖，再透過平板電腦觀察驗證其是否能摺合成立體圖。教學實驗之參與者為新北市某國小五年級兩班學生共47人（實驗組23人，控制組24人），教學實施包括「長方體與正方體」及「正立方體展開圖」兩個活動，教學時間共2節課。於教學實驗後，讓學生分別填寫成就測驗卷及態度問卷，用以分析及評估系統之成效。 研究結果發現，運用擴增實境輔助學習幾何概念對學習成就並無顯著影響，但對學習者之學習興趣有顯著提升；且學生對於系統使用持有較高的滿意度。建議未來研究可以提高系統的互動性，優化使用者介面，以凸顯擴增實境功能；並設計一套能讓教師自行擴充其它立體物件或展開圖之擴增實境系統。

The purposes of this study were purposes of this study were purposes of this study were purposes of this study were purposes of this study were purposes of this study were purposes of this study were purposes of this study were purposes of this study were purposes of this study were purposes of this study were purposes of this study were purposes of this study were purposes of this study were to develop to develop to develop to develop an augmented reality augmented reality augmented reality augmented reality augmented reality augmented reality augmented reality augmented reality augmented reality augmented reality augmented reality (AR) (AR) (AR) (AR) system system system system system to assist ssist elementary lementary lementary lementary school chool chool students to learn to learn to learn geometryeometry eometry concepts onceptsoncepts . We We We evaluateevaluate evaluate d the the effectiveness of the systemeffectiveness of the systemeffectiveness of the systemeffectiveness of the systemeffectiveness of the systemeffectiveness of the system effectiveness of the system effectiveness of the system effectiveness of the system effectiveness of the system effectiveness of the systemeffectiveness of the system effectiveness of the systemeffectiveness of the systemeffectiveness of the systemeffectiveness of the systemeffectiveness of the system effectiveness of the systemeffectiveness of the system in terms of in terms of in terms of in terms of in terms of students ’ learning achievement learning achievement learning achievementlearning achievementlearning achievementlearning achievementlearning achievement learning achievementlearning achievement learning achievement and their attitudes and their attitudes and their attitudes and their attitudes and their attitudes and their attitudes and their attitudes and their attitudes toward learning toward learning toward learning toward learning . The . The . The . The concepts ofconcepts ofconcepts of concepts ofconcepts of concepts of “cuboid andand cubecube ” from geometry from geometry from geometry from geometry from geometry from geometry from geometry curriculumcurriculum curriculum curriculum were were were were covered in our AR system.covered in our AR system. covered in our AR system. covered in our AR system. covered in our AR system. covered in our AR system. covered in our AR system. covered in our AR system.covered in our AR system.covered in our AR system. covered in our AR system.covered in our AR system. With the AR system,With the AR system, With the AR system, With the AR system, With the AR system, With the AR system,With the AR system,With the AR system, With the AR system, students can students can students can students can use a pad to use a pad to use a pad to use a pad to use a pad to use a pad to use a pad to scan scan scan a net a net a net a net (assembled with 6 assembled with 6 assembled with 6 assembled with 6 square square square AR markers AR markers AR markers AR markers ) to visualize the process of visualize the process of visualize the process of visualize the process of visualize the process of visualize the process of visualize the process of visualize the process of visualize the process of visualize the process of visualize the process of how it how it how it beingbeingbeing folded into folded into folded into folded into folded into folded into a cubea cubea cubea cube . FortyForty FortyForty-sevensevenseven seven fifth grade students fifth grade students fifth grade students fifth grade students fifth grade students fifth grade students fifth grade students fifth grade students from from two classes two classestwo classes two classes participated in participated in participated in participated in participated in our our experiment experiment experiment experiment experiment of of evaluating the AR tool.evaluating the AR tool. evaluating the AR tool. evaluating the AR tool.evaluating the AR tool.evaluating the AR tool. evaluating the AR tool. evaluating the AR tool. evaluating the AR tool. One One class with 23 students served as the class with 23 students served as the class with 23 students served as the class with 23 students served as the class with 23 students served as the class with 23 students served as the class with 23 students served as the class with 23 students served as the class with 23 students served as the class with 23 students served as the class with 23 students served as the class with 23 students served as the class with 23 students served as the class with 23 students served as the class with 23 students served as the AR tool tool group and the group and the group and the group and the group and the group and the group and the other class with 24 students served as other class with 24 students served as other class with 24 students served as other class with 24 students served as other class with 24 students served as other class with 24 students served as other class with 24 students served as other class with 24 students served as other class with 24 students served as other class with 24 students served as other class with 24 students served as other class with 24 students served as other class with 24 students served as the traditional tool traditional tool traditional tool traditional tool traditional tool traditional tool group.group. The results revealed that The results revealed thatThe results revealed that The results revealed that The results revealed that The results revealed that The results revealed that The results revealed thatThe results revealed that The results revealed that : (1) there w (1) there w(1) there w (1) there w(1) there w(1) there was no significant difference between the as no significant difference between the as no significant difference between the as no significant difference between the as no significant difference between the as no significant difference between the as no significant difference between the as no significant difference between the as no significant difference between the as no significant difference between the as no significant difference between the as no significant difference between the as no significant difference between the as no significant difference between the as no significant difference between the as no significant difference between the as no significant difference between the as no significant difference between the as no significant difference between the as no significant difference between the as no significant difference between the as no significant difference between the two groupgroup s in terms of achievement in terms of achievement in terms of achievement in terms of achievement in terms of achievement in terms of achievement in terms of achievement in terms of achievement in terms of achievement in terms of achievement in terms of achievement in terms of achievement in terms of achievement scores, (2) scores, (2) scores, (2) scores, (2) scores, (2) scores, (2) students in the AR group students in the AR group students in the AR groupstudents in the AR group students in the AR groupstudents in the AR group students in the AR groupstudents in the AR group showed showed showed interest interest interest interest in learning as compared to the in learning as compared to the in learning as compared to the in learning as compared to the in learning as compared to the in learning as compared to the in learning as compared to the in learning as compared to the in learning as compared to the in learning as compared to the in learning as compared to the traditional traditional traditional tool group tool grouptool grouptool group , (3) students , (3) students , (3) students , (3) students were were satisfied satisfied satisfied satisfied with the experience of usingexperience of usingexperience of using experience of using experience of using experience of usingexperience of usingexperience of using experience of usingexperience of using experience of using the AR tool AR tool . We suggest We suggest We suggest We suggest We suggest future studies to develop future studies to develop future studies to develop future studies to develop future studies to develop future studies to develop future studies to develop future studies to develop future studies to develop future studies to develop future studies to develop similar similar similar similar AR tools to help students learn geometry tools to help students learn geometry tools to help students learn geometry tools to help students learn geometry tools to help students learn geometry tools to help students learn geometry tools to help students learn geometry tools to help students learn geometry tools to help students learn geometry tools to help students learn geometry tools to help students learn geometry tools to help students learn geometry tools to help students learn geometry tools to help students learn geometry by increas increasincreasincreasing ing ing the interactivity of the tool interactivity of the toolinteractivity of the tool interactivity of the toolinteractivity of the tool interactivity of the tool interactivity of the toolinteractivity of the toolinteractivity of the toolinteractivity of the tool interactivity of the tool interactivity of the tool , improving improving improving improving the user user interface interfaceinterfaceinterface interfaceinterface, and , and , and extending extending extending extending features to let teachers design their own AR learning tools features to let teachers design their own AR learning toolsfeatures to let teachers design their own AR learning tools features to let teachers design their own AR learning toolsfeatures to let teachers design their own AR learning tools features to let teachers design their own AR learning toolsfeatures to let teachers design their own AR learning tools features to let teachers design their own AR learning toolsfeatures to let teachers design their own AR learning toolsfeatures to let teachers design their own AR learning toolsfeatures to let teachers design their own AR learning toolsfeatures to let teachers design their own AR learning toolsfeatures to let teachers design their own AR learning tools features to let teachers design their own AR learning tools features to let teachers design their own AR learning tools features to let teachers design their own AR learning tools features to let teachers design their own AR learning toolsfeatures to let teachers design their own AR learning tools features to let teachers design their own AR learning toolsfeatures to let teachers design their own AR learning toolsfeatures to let teachers design their own AR learning tools features to let teachers design their own AR learning tools features to let teachers design their own AR learning tools features to let teachers design their own AR learning tools.