| 摘要: | 近年來，擴增實境已被廣泛應用於各個領域，其疊合虛擬資訊至真實世界特性加上 硬體進步和開發支援，擴增實境作為一有潛力應用於教育上之新興技術，此外，科學探 究被發現能增進學生科學學習之效益，且擴增實境亦能在探究活動中帶來益處。因此， 本研究設計一套以透明顯示器作為擴增實境之載具虛實整合合作環境，並以光學成像性 質作為主題進行合作探究學習活動，招募十二位光學概念先備知識的國中七年級學生， 將他們分為六組，每組二人。其中三組作為實驗組，另外三組則為使用傳統儀器之控制 組。並收集其活動中之錄影、錄音、光學概念試卷及感受量表問卷，分析學生之學習成 效、探究對話及視線焦點以及整體實驗之感受。為了更進一步理解實驗環境與學生探究 學習行為之關聯，將學生對話及視線進行分類並分析其對話內容及學生於活動中行為， 擷取實驗組與控制組發生之共同事件以探討學習環境對於學生學習活動之影響。結果顯 示，實驗組學習成效略優於實驗組，但兩者並無顯著差距，在探究討論方面，發現實驗 組設置能夠促進學生進行參照行為產生多於控制組之探究對話，更能夠促進學生產生共 同視線焦點，降低討論之困難，更進一步發現實驗組學生整體實驗感受皆優於控制組， 然而，實驗組也發現存在資訊解讀之限制。最後，根據研究結果所發現之限制，提出對 於未來教師應用此環境之建議、實驗設計者之實驗設計改善建議以及系統設計師能夠進 一步優化的地方。;In recent years, augmented reality (AR) has been implemented in various fields. AR is a promising technology for educational purposes because of its feature of integrating virtual and physical information in the real world. Additionally, scientific inquiry has been found to enhance students′ learning outcome, and AR can also bring benefits to inquiry-based activities. Therefore, this study designs an integrated collaborative environment using a transparent screen as a device for AR, focusing on the topic of optical imaging for collaborative inquiry learning activities. Twelve seventh-grade students with no prior knowledge to optical concepts are divided into six groups, with two students in each group. Three groups as the experimental group, while the other three groups as the control group using traditional equipment. Video and audio recordings, optical concept tests, and perception questionnaires are collected during their activities. The collected data is analyzed to assess students′ learning outcome, cognitive dialogues, gaze focus, and experiences of the experiment. To further understand the relationship between the experimental environment and students′ inquiry learning behaviors, student dialogues and gazes are classified and analyzed for their content and behavioral patterns during the activities. Common events occurring in both the experimental and control groups are extracted to investigate the impact of the learning environment on students′ learning activities. The results show that the experimental group performs slightly better than the control group in terms of learning outcome, but the difference is not significant. Regarding inquiry discussions, the experimental group shows more inquiry dialogues and shared gaze focus compared to the control group, thereby reducing difficulties in discussions. Furthermore, the experimental group reports better experiment experiences than the control group. However, limitations in information interpretation are also shown in the experimental group. Finally, based on the limitations are shown from the research findings, suggestions are proposed for future teachers′ applications of this environment, improvements for experimental design by experimenters, and areas where system designers can further optimize the technology. |
