擴增實境學習系統使用者的認知型態、學習動機與電腦態度對認知負荷之影響

Abstract

資訊科技的發展，使得多媒體輔助學習的應用越來越多元，其中擴增實境因具有高互動與虛實整合的特性，也開始廣泛的被應用在教育上。然而在過去的相關研究中，往往僅關注在多媒體的正面的影響與學習成效上，卻忽略了不同學習者在透過多媒體來學習時，可能產生的不同感受。因此，本研究欲了解在擴增實境的學習環境下，學習者的認知型態、學習動機與電腦態度，對於學習者在進行學習時的認知負荷之影響。

為了解變項與變項之間的關係，本研究以國中七年級之學生為對象，採用前實驗研究法進行擴增實境學習系統的教學後，再以問卷調查法蒐集實徵資料進行分析與假設驗證。結果發現學習者的認知型態、學習動機與電腦態度，的確會對學習者在透過擴增實境進行學習時所產生的認知負荷產生影響。在三個自變項當中，學習動機對於認知負荷的影響最高，而電腦態度對於認知負荷的影響最低。在認知型態的部分，相較於語文導向的學生，視覺導向的學生產生的認知負荷較低，不過整體而言，兩類型的學生在透過擴增實境學習時所產生的認知負荷都偏低。The development of information technologies is making a various application of multimedia-assisted learning, and augmented reality also is used on education for its high interactivity. The correlational studies in the past, however, were mainly focused on the effect of media without taking the individual differences into consideration. Thus, this study examed the relationship between cognitive styles, learning motivation, attitudes toward computers and cognitive load under an augmented reality learning system. To figure out the relationships between the variables, this research took junior high school’s students as the participants, and adopted questionnaires as the manner of collecting empirical data. All the data were analyzed to test hypotheses. The result shows that cognitive styles, learning motivation and attitudes toward computers of users will influence their cognitive load under the augmented reality learning system while learning. In the three independent variables, learning motivation has the greatest impact on cognitive load while attitudes toward computers have the minimum impact on cognitive load. In cognitive styles, visualized students have lower cognitive load than verbalized students, but cognitive load of the both two styles is all low under the augmented reality learning system.