擴增實境對建構與操弄立體心像之影響 – 以三視圖學習為例

Abstract

三視圖是數學空間幾何中的重要概念，學習三視圖可訓練學生建構與操弄立體心像，有助於空間能力的培養。初學者往往因工作記憶容量有限無法正確建構及操弄心像，導致學習成效不佳。擴增實境可提供虛擬資訊以補充實體的不足，它有助於三視圖概念的理解與培養空間能力，然而對是否有助降低認知負荷則未有定論。本研究旨在發展一套輔助初學者學習三視圖的擴增實境工具（AR-LOV），並以前後測準實驗設計，探討初學者使用AR-LOV對其學習表現、認知負荷與學習態度之影響。實驗參與者為99位國小六年級學生，實驗組學生51人，使用AR-LOV輔助學習；控制組學生48人，未使用AR-LOV輔助學習。實驗共收集學生三視圖前後測成績、認知負荷、態度問卷、及課後焦點訪談等資料。

研究結果顯示：（1）AR-LOV可作為學習三視圖的鷹架，有助於學生理解視圖，與協助學生於認知歷程中維持心像；（2）使用AR-LOV未能有效降低學生依三視圖想像立體圖形時的認知負荷；（3）學生對使用AR-LOV學習持正向態度。建議未來研究可針對擴增實境與認知負荷的關係做更深入的探討，並發展擴增實境工具輔助學生多次及複雜心像的操弄；教學設計上應給予學生充足時間使用AR-LOV，並進一步探討對其他學習面向（如學習動機、學習信心）的影響。Learning orthogonal views helps students construct and manipulate their mental imagery and improve their spatial ability. Novices often find difficulty in manipulating mental imagery due to the limit of individuals' short-term memory capacity. Previous studies showed that augmented reality (AR) could help students understand orthogonal views and improve their spatial ability. However, the effects on how AR learning experiences may facilitate students' cognitive process is not clear. The purpose of this study is to develop an AR application (AR-LOV) to facilitate novices learning orthogonal views, and to explore its effects on students’ learning performance, cognitive load, and learning attitudes. A quasi-experimental research design was conducted. Ninety-nine 6th grade students participated in this study. Fifty-one students learning orthogonal views using AR-LOV served as the experimental group, whereas forty-eight students learning orthogonal views without using AR-LOV served as control groups. Data collected and analyzed in this study includes students' performance scores, cognitive loading scores, answers to attitude questionnaire, as well as post-experiment interviews.

The results revealed that (1) AR-LOV can be an effective scaffold for learning orthogonal views; (2) no significant differences in cognitive load between the two groups, which might be due to the insufficient time for students to use AR-LOV while learning; (3) students exhibited a positive attitude for using AR-LOV to learn orthogonal views. It is suggested further studies to explore the relationships between AR and cognitive load in depth, to develop AR tools to help students manipulate multiple-transformed and complicated mental imaginaries, to provide students with sufficient time when applying AR-LOV in learning, and to investigate how AR-LOV may affect other dimensions of learning, such as motivation and confidence.