擴增實境融入探究式行動學習系統之設計－以博物館無縫式學習為例
Abstract
行動載具在我國正積極地進行推廣以及廣泛地實施教學實驗，它除了具有體積輕巧及方便攜帶的特性之外，高擴充性及個人化的學習更是其優勢，本研究便以國小自然科「認識天氣」為主題，以國小六年級為實驗對象，並應用擴增實境虛實整合的技術，建立學習者直覺的互動及真實的操作體驗，並應用於學校自學、學校導學及博物館導覽這三個不同場域的無縫式學習，在結束學習之後則實施學習能力測驗，使用前、後測的方式分析其在學習成效上與不使用擴增實境輔助的行動學習上的表現差異，最後再透過系統滿意度問卷分析學習者對此次教學實驗各面向的滿意度分數。其實驗結果為有擴增實境支援的探究式學習之成效顯著優於無擴增實境支援的探究式學習，而在滿意度方面則大多給予肯定的分數，但在未來實施上需保留更多給學習者練習操作的時間。
The electronic mobile devices is small and lightweight, and can be easily carried by anyone. Especially, Personal learning is the best benefit. The purpose of this research was to explore the application of Inquiry-based learning with Augmented Reality Technology for the sixth grade students. The subject is about the introduction of weather in the Science class. Learning activities are designed by the Seamless learning. There are three different locations during Seamless learning include home, school and museum. Students have to finish an inquiry-based learning task and apply Augmented Reality technology. In order to establish intuition Interactive and real operating experience. Finally, to observe different learning motivation and learning achievement are between traditional learning methods and the innovative method. The experimental results for augmented reality to support the effectiveness of inquiry-based learning was significantly better than non-augmented reality support inquiry-based learning.
The electronic mobile devices is small and lightweight, and can be easily carried by anyone. Especially, Personal learning is the best benefit. The purpose of this research was to explore the application of Inquiry-based learning with Augmented Reality Technology for the sixth grade students. The subject is about the introduction of weather in the Science class. Learning activities are designed by the Seamless learning. There are three different locations during Seamless learning include home, school and museum. Students have to finish an inquiry-based learning task and apply Augmented Reality technology. In order to establish intuition Interactive and real operating experience. Finally, to observe different learning motivation and learning achievement are between traditional learning methods and the innovative method. The experimental results for augmented reality to support the effectiveness of inquiry-based learning was significantly better than non-augmented reality support inquiry-based learning.
Description
Keywords
擴增實境, 探究式學習, 博物館學習, 無縫式學習, Augmented reality, inquiry-based learning, museum learning, seamless learning