梁桂嘉Liang, Kuei-Chia王昭華Wang, Chao-Hua2020-10-192025-08-242020-10-192020http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G060668024T%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/111454常云「活到老，學到老」，學習與專注帶給人愉悅的感受，讓人不覺得老。現今社會一群退休得早、有財富、有時間並樂於學習的45~55歲以上之「新銀髮族」或「熟年世代」，成為未來高齡社會需要被關注與研究的重要消費族群。 目前台灣受到樂活主義的影響，以文化與文創為導向的才藝課程相應而生，其中又以植物染深受新銀髮族群與熟年世代所喜愛。本研究在植物染課程教學活動觀察中，發現大多數的年長學員對於學習上的需求更多樣化，但都未被重視，沿用統一教學的教材。因應全球化、科技化、高齡化的世界趨勢，應結合數位科技與藝術，帶給新銀髮族具有文化內涵以及科技創意的藝術學習生活。本研究基於以上原因，選擇以植物染課程教材設計，規劃一個結合傳統工藝與擴增實境技術應用教材，並提供新銀髮族學員參與活動進行體驗，以ARCS學習動機問卷實測。經實測後的問卷分析結果顯示，新銀髮族學員在使用過AR教材後，在引起注意（Attention）、切身相關（Relevance）、建立信心(Confidence)、感到滿足(Satisfaction)四個面向上，都獲得極高的評價，也驗證擴增實境應用教材對於新銀髮族在成人藝術課程的學習上，具有極高的應用價值。同時也歸納出植物染擴增實境的教材設計上的需求包含:「多媒體影音置入幫助學習」、「立體物件置入幫助理解」、「外部資訊連結，擴大學領域」、「工藝商品與用具的資訊導覽」。"Learning never ends” and “it is never too old to learn" are frequently seen phrases. Learning and staying focused infuse individuals a sense of pleasure, and those involved in the process do not feel senile. In today's society, a group of "pre-seniors" or "mature generations" who retire early, have wealth and free time, and are willing to learn, are important consumer groups that require attention and research in the aging society. At present, Taiwan is under the influence of Lohasism, and classes oriented towards cultures and culture and creativities have emerged accordingly. Among them, hand dyeing using plants is deeply loved by the mature generations of the pre-seniors. After observing the teaching activities in the plantdyeing courses, I discovered that most of the senior students have diversified learning needs, which have not been paid attention to while teachers continue to use unified teaching materials. In response to the world trends in globalization, technology, and aging, digital technology and art should be combined to bring pre-seniors a life of artistic learning with cultural connotations and technological creativity. Based on the above reasons, I chose to design a plant dyeing course by planning materials that combine traditional craft and augmented reality technology application, which allow pre-senior students to experience and participate in activities, followed by the ARCS learning motivation questionnaires for evaluating the motivation. The results of the questionnaire analysis after the evaluation show that after using the AR materials, the pre-senior students provided very positive feedback on the following four aspects: attention, relevance, confidence, and satisfaction. This finding provides further evidence that the augmented reality application materials are extremely applicable in the adult art courses for pre-seniors. At the same time, the finding also leads to the summary that the needs for designing teaching materials for plant dyeing and augmented reality include: "integrating multimedia audios and videos to assist learning", "integrating 3D objects to assist comprehension", "external links for information to extend the leaning field ", and "information guidance for craft products and appliances."新銀髮族擴增實境植物染工藝課程教材ARCS動機模式Pre seniorsaugmented realitynatural dyeing course materialsARCS model of motivation