以情境感知行動學習系統輔助植物辨識教學之研究

Abstract

植物辨識能力是發展自然觀察者智慧的基石，藉由行動學習植物辨識學習方能在真實情境中有效率的進行；由於植物種類過於繁多，行動學習系統須能有效的過濾及篩選訊息，以確實扮演輔助植物辨識學習的角色。 本研究使用Wi-Fi無線訊號定位作為位置感知技術，導入行動學習系統之中輔助植物辨識學習活動。以台北縣國小六年級學童為實驗對象，隨機選取兩個班作為實驗組及控制組。 經實驗結果統計分析證實，採用情境感知行動學習系統輔助植物辨識教學法之實驗組，與傳統戶外教學法之控制組其植物辨識能力學習成效並無顯著差異，但延宕保留效果較佳。此外，使用傳統戶外教學法之學習者，其視動能力差異將顯著影響學習成效，且低視動能力學習者其學習保留效果受到教學方法影響相當明顯。The capability of plants identification is the foundation of developing the wisdom of the natural observers. By conducting mobile learning, plants identification learning can be progressed efficiently in the real situation. Due to many different kinds of plants, mobile learning system has to filter and select the messages efficiently in order to play the role indeed to enhance plants identification learning. This study is trying to utilize Wi-Fi wireless signal positioning as location cognitive techniques with conducting mobile learning system to assist plants identification learning activities. The objects of the teaching experiment are 6th grade students in Taipei county and randomly choose two classes to be the experimental group and control group. According to the statistical result of the experiment, it shows that there is not significant difference of learning achievement between the experimental groups which are taught by utilizing mobile learning with context awareness to assist plants identification learning and the control group which is lectured by traditional out-door teaching method. However, the experimental group has better performance in procrastinated learning retention. In addition, after separating the learners by the scores which are derived from Bender Visual-Motor Gestalt Test, it shows that the low-score group has better start-end capability and worse procrastinated performance; moreover, visual motor ability has specific influence on learning achievement.