運用不同類型擴增實境於不同教材之成效分析

Abstract

本研究基於多媒體學習認知理論探討在不同教材中使用不同類型擴增實境對於學習的影響。運用形式原則，使用聽覺型擴增實境及視覺型擴增實境在概念性教材及技能性教材中對於學習者之學習成效、認知負荷及神馳經驗。 根據研究結果顯示，在概念性教材及技能性教材中使用聽覺型擴增實境及視覺型擴增實境各組學習成效、認知負荷及神馳經驗沒有顯著差異，但對學習有正面影響。在概念性教材，對於高低分組學生有趨近顯著。使用聽覺型擴增實境及視覺型擴增實境各組在系統滿意度上，皆具有良好的系統使用及接受態度。在研究限制方面本研究受到教材選用及參與研究之學習者學習態度影響其研究結果。

This study explores the impact of different types of augmented reality on learning in different teaching material based on the cognitive theory of multimedia learning. Using modality principles, the auditory augmented reality and visual augmented reality on the conceptual material and skill material for learners' learning performance, cognitive load and flow experience. According to the research results, there is no significant difference in learning effectiveness, cognitive load and flow experience in the use of auditory augmented reality and visual augmented reality in conceptual material and skill material, but it has a positive impact on learning. In conceptual material, there are approaching significant difference between high and low group students. All groups using auditory augmented reality and visual augmented reality have good experience and a positive learning attitudes in system satisfaction. In terms of research limitations, the study's learning attitudes influenced by the selection of teaching material and participation in the study influenced the results of the study.