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    Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/64539


    Title: 手持式擴增實境學習系統對於自然科學 探究學習活動的影響;The effects of an augmented reality-based mobile learning system in science inquiry activities
    Authors: 蔣旭政;Chiang,Hsu-Cheng
    Contributors: 資訊工程學系
    Keywords: 學習與教學策略;合作式學習;擴增實境;探究式學習;學習行為;teaching/learning strategies;cooperative/collaborative learning;augmented reality;inquiry learning;learning behavior
    Date: 2014-06-12
    Issue Date: 2014-08-11 18:37:17 (UTC+8)
    Publisher: 國立中央大學
    Abstract: 本研究為探討手持式擴增實境學習系統對於探究式學習活動的影響。教育工作者表示在探究學習過程中的知識共享活動對於學生的重要性,本研究進行實驗驗證所提出的方法對於學習成果和學習動機方面的有效性。實驗場域為台灣北部的一所小學,研究對象是57位四年級的小學生,分別在兩個班級,由同一位老師教導。實驗結果表示,該方法能提高學生的學習成績。此外,經實驗發現,使用手持式擴增實境學習系統在學習注意力上、自信上和學習相關事務上與傳統的學習方式有顯著差異。實驗中亦記錄了學生的學習行為,包含他們與真實世界的環境互動和與同學的互動。因此,在學習模式和兩組間的相互作用通過滯後序列分析和定量分析的內容進行分析。結果發現,使用手持式擴增實境學習系統於探究式學習活動與傳統的學習活動相比,以擴增實境為基礎的探究性學習活動能夠讓學生在知識層次裡有更深地層次的互動。本研究的結果,當進行探究式學習活動時,可以提供教師制定更有效的學習策略和教學設計。;In this study, an augmented reality-based mobile learning system is proposed for conducting inquiry-based learning activities. Educators have indicated the importance of engaging students in knowledge-sharing activities during the inquiry learning process. An experiment has been conducted to examine the effectiveness of the proposed approach in terms of learning achievements and motivations. The subjects were 57 fourth graders from two classes taught by the same teacher in an elementary school in northern Taiwan. The experimental results showed that the proposed approach is able to improve the students’ learning achievements. Moreover, it was found that the students who learned with the augmented reality-based mobile learning approach showed significantly higher motivations in the attention, confidence, and relevance dimensions than those who learned with the conventional inquiry-based mobile learning approach. The students’ learning behaviors, including their movements in the real-world environment and interactions with peers, were recorded. Accordingly, the learning patterns and interactions of the two groups were analyzed via lag-sequential analysis and quantitative content analysis. It was found that, in comparison with the conventional inquiry-based mobile learning activity, the AR-based inquiry learning activity is able to engage the students in more interactions for knowledge construction. The findings of this study provide guidance for helping teachers develop effective strategies and learning designs for conducting inquiry-based learning activities.
    Appears in Collections:[資訊工程研究所] 博碩士論文

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