探討融入擴增實境於機器腳踏車丙級修護證照課程對學習成效之影響-以臺灣北部某學校為例

Abstract

科技日新月異，擴增實境（AR）成為備受關注的技術，它結合現實世界與虛擬世界的資料整合，其應用領域不斷擴長，導入擴增實境（AR）技術輔助教學，已成為技職教育中一項具潛力且具實務效益的創新解決策略。本研究旨在探討運用AR於機車丙級技能課程學習過程中，對學生的學習態度、學習困難、問題解決能力、反思能力與學習成效之影響。採用準實驗研究法，實驗的對象為北部某學校汽車科一年級學生，將45位學生分為高、中、低分群，於實驗前後以「四面項量表」進行施測，課後再抽取6位學生進行訪談，並作質性分析。學習態度之敘述統計顯示高、中、低分群之平均值皆有進步。學習困難之非認知困難構面上，高、中分群之分數比較達到顯著差異，且中分群顯著優於高分群；在認知困難構面上，高分群與中分群之分數比較達到顯著差異，且中分群之分數顯著優於高分群、高分群與低分群之分數比較也達到顯著差異，且低分群之分數顯著優於高分群。問題解決能力之敘述統計顯示為除中、低分群同學之問題解決自信構面低於前測外，其餘構面與高分群同學之平均數皆有進步。反思能力在習慣性動作構面上，高、中分群之分數比較達到顯著差異，且高分群顯著優於中分群。學生在學習態度方面改善許多，不管是高、中、低分群，跟以往相比對學習產生了興趣，在學習困難方面，雖然有些學生還是一樣會覺得困難，但多數都覺得沒有像之前那麼困難，且透過反思，思考自己在實作上的處理方式，增進問題解決能力。With the rapid advancement of technology, Augmented Reality (AR) has emerged as a highly regarded and widely discussed innovation. By integrating data from the real and virtual worlds, AR technology continues to expand its application across various fields. In the realm of technical and vocational education, incorporating AR as a teaching aid has become a promising and practical innovative strategy to enhance teaching and learning effectiveness.This study aims to explore the impact of using AR in the learning process of motorcycle Level C skills course on students' learning attitude, learning difficulties, problem-solving ability, reflection ability and learning outcomes. The quasi-experimental research method was adopted. The subjects of the experiment were first-year students of the automotive department of a school in the north. 45 students were divided into high, medium and low groups. The "four-sided item scale" was used for testing before and after the experiment. After class, 6 students were interviewed and qualitatively analyzed. The descriptivestatistics of learning attitude show that the average values of high, medium and low groups have improved. In the non-cognitive difficulty dimension of learning difficulties, the scores of the high and medium groups are significantly different, and the medium group is significantly better than the high group; in the cognitive difficulty dimension, the scores of the high and medium groups are significantly different, and the scores of the medium group are significantly better than the high group, and the scores of the high and low groups are also significantly different, and the scores of the low group are significantly better than the high group. The descriptive statistics of problem-solving ability show that except for the problem-solving confidence dimension of the middle and low group students, which is lower than the pre-test, the other dimensions have improved compared with the average of the high group students. In the habitual action dimension of reflective ability, the scores of the high and medium groups are significantly different, and the high group is significantly better than the medium group.Students showed significant improvement in their learning attitudes. Regardless of whether they were in the high, medium, or low achievement groups, all students demonstrated increased interest in learning compared to before. In terms of learning difficulties, although some students still found certain aspects challenging, most reported that the difficulties were not as intense as before. Additionally, through reflection, students were able to reconsider their approaches to practical tasks, which helped enhance their problem-solving abilities.