應用 AR 擴增實境教具教學對國中學生含斜面、中空圖形視圖認知測驗影響研究:以認知負荷為中介變項

Abstract

國中生活科技與數學科涵蓋三視圖內容，然數學領域相關研究鮮少涉及生活中常見之斜面與中空圖形。本研究旨在探討國中生於視圖轉換面對含斜面、隱藏線之立體圖形時，藉擴增實境（AR）輔助能否降低學習過程中的認知負荷並提升認知測驗之成果。研究對象為新北市某常態編班國中學生三個班共77人。本研究透過為期四週之準實驗研究設計，分成一般AR（實驗組A）、AR含隱藏線提示（實驗組B）及講述式教學（對照組）。並透過自編成效測驗、認知負荷問卷及系統可用性量表進行前後測。研究結果顯示：（1）三組於教學實驗後皆顯著進步，但組間無顯著差異；（2）實驗組之外在認知負荷顯著高於對照組但教師可經由教學設計控制對於後測的影響；（3）外在及增生認知負荷皆未呈現顯著中介效果，但研究結果與認知負荷理論相符；（4）實驗組兩組對於AR系統可用性提供中等評價；（5）外在認知負荷構面需更細緻探討。本研究建議，未來在空間幾何概念相關的課程設計進行擴增實境AR融入，需要（1）提供學生足夠時間進行任務。（2）利用鎖定畫面的App。（3）增強與數學領域的合作減少順攝抑制。（4）適時提供具有挑戰的任務。藉由以上方法改善視圖課程中的教學困難，為日後教學或研究提出具體建議。

This study explores the impact of augmented reality on junior high school students’ cognitive load and learning outcomes in orthographic projection with slanted surfaces and hidden lines.Junior high school curricula in both Living Technology and Mathematics include orthographic projection (i.e., three-view drawing). However, existing research in the mathematics domain seldom addresses more complex geometric forms encountered in daily life, such as objects with slanted surfaces and hollow or hidden features. This study aimed to explore whether augmented reality (AR) assistance could reduce cognitive load and enhance learning outcomes when junior high school students engage in orthographic projection tasks involving such complex figures.Participants consisted of 77 eighth-grade students from three classes in a regularly streamed junior high school in New Taipei City. The study employed a four-week quasi-experimental design with a non-equivalent control group, dividing students into three groups: an AR-assisted group (Experimental Group A), an AR-assisted group with hidden-line cues (Experimental Group B), and a traditional lecture-based group (Control Group). Data were collected using a self-developed achievement test, a Cognitive Load Scale, and a System Usability Scale, administered as pre- and post-tests.Key findings were as follows: (1) All three groups demonstrated significant improvement in post-test scores after instruction; however, there were no statistically significant differences among the groups. (2) Students in the experimental groups reported significantly higher extraneous cognitive load than those in the control group—a result that revealed a paradoxical effect, since AR was initially intended to reduce cognitive burden in complex visualization tasks. Nevertheless, this impact could be mitigated through thoughtful instructional design. (3) Neither extraneous nor germane cognitive load showed a significant mediating effect, although the patterns observed were consistent with core principles of Cognitive Load Theory. (4) Both experimental groups rated the usability of the AR system as moderate. (5) The study highlighted the need for more detailed categorization of extraneous cognitive load dimensions in future research.This study suggests that effective integration of AR into spatial geometry instruction should involve: (1) allocating sufficient time for students to complete learningtasks; (2) employing applications that lock device screens to reduce distractions; (3) strengthening collaboration with the mathematics curriculum to minimize proactive interference; and (4) implementing strategic seating arrangements or designing cooperative learning tasks. Such strategies may help alleviate instructional challenges in orthographic projection education and provide concrete directions for future teaching and research.