博碩士論文 102522100 詳細資訊




以作者查詢圖書館館藏 以作者查詢臺灣博碩士 以作者查詢全國書目 勘誤回報 、線上人數:11 、訪客IP:18.232.127.73
姓名 李杰欣(Jie-sin Li)  查詢紙本館藏   畢業系所 資訊工程學系
論文名稱 基於POE教學策略設計適性化AR系統促進國小自然科成效之探討
(Effectiveness of adaptive AR-based approach on improving students’ learning performance with POE strategy in elementary natural science course)
相關論文
★ 應用智慧分類法提升文章發佈效率於一企業之知識分享平台★ 家庭智能管控之研究與實作
★ 開放式監控影像管理系統之搜尋機制設計及驗證★ 資料探勘應用於呆滯料預警機制之建立
★ 探討問題解決模式下的學習行為分析★ 資訊系統與電子簽核流程之總管理資訊系統
★ 製造執行系統應用於半導體機台停機通知分析處理★ Apple Pay支付於iOS平台上之研究與實作
★ 應用集群分析探究學習模式對學習成效之影響★ 應用序列探勘分析影片瀏覽模式對學習成效的影響
★ 一個以服務品質為基礎的網際服務選擇最佳化方法★ 維基百科知識推薦系統對於使用e-Portfolio的學習者滿意度調查
★ 學生的學習動機、網路自我效能與系統滿意度之探討-以e-Portfolio為例★ 藉由在第二人生內使用自動對話代理人來改善英文學習成效
★ 合作式資訊搜尋對於學生個人網路搜尋能力與策略之影響★ 數位註記對學習者在線上學習環境中反思等級之影響
檔案 [Endnote RIS 格式]    [Bibtex 格式]    [相關文章]   [文章引用]   [完整記錄]   [館藏目錄]   至系統瀏覽論文 ( 永不開放)
摘要(中) 教育現場通常是一套教學法適用於全班,每位學生於課堂中皆會學習到相同的教材內容,然而每位學生的學習特質不同,應適用不同的教學策略與活動。主動型學生對於新科技的接受度與操作反應比反思型學生來得高,因此本研究推論反思型學生相較於主動型學生需要更多的引導,因此搭配擴增實境並結合POE教學策略設計適性化AR系統應用在教學中,引導學生使其能沉浸在學習內容中,幫助學生維持高度的專注和興趣在學習。
本研究以行動裝置做為平台開發適性化AR系統,該系統著重於給主動型與反思型學生們使用,並以國小自然與生活科技領域中的「力與運動」單元為例,針對六年級學生,進行準實驗研究,實驗組安排使用適性化AR系統進行學習,控制組則用非適性化系統,以探討適性化AR系統應用於真實教學情境中,對於學習成效、學習模式滿意度與反思能力的影響。p
研究結果顯示,兩組學生後測成績皆顯著高於前測成績,顯示擴增實境應用於教學中確實有助於學習,其中以實驗組中反思型學生的效果最顯著。而反思能力以實驗組中反思型學生的反思層級最高,因此適性化AR系統對於反思型學生效果最好。此外,從研究日誌中發現學生皆喜歡使用AR APP上課的學習模式,主動型學生喜歡AR探索的過程,反思型則獨自沉入於AR觀察中,而適性化教學無法引起學生足夠的興趣與動機,因此得知擴增實境能有效提高參與學習活動的意願、專注力與持續。
摘要(英) A main goal of adaptive learning is to help learning more efficiency and according to the unique needs of each learner provide different content. However, there are less study combine suited education strategy to help student reflect and understanding of science concepts in science course. This paper develop an adaptive learning system with POE strategy and AR technology for different learning style student to increasing students′ learning academic achievement and reflective ability. The study concluded that the adaptive-AR system is most suitable for the reflective student in science classrooms and the augmented reality can enhance motivation of all students, help reflective student reflect along.
關鍵字(中) ★ 擴增實境
★ 學習風格
★ POE
關鍵字(英) ★ augmented-reality
★ learning style
★ POE
論文目次 摘要 i
ABSTRACT ii
圖目錄 v
表格目錄 vi
一、 緒論 1
1.1 研究背景與動機 1
1.2 研究目的 1
1.3 研究範圍與限制 2
二、 文獻探討 3
2.1 學習風格 3
2.1.1 學習風格定義 3
2.1.2 FSLSM 3
2.1.3 FSLSM運用在教育上 8
2.2 反思 8
2.2.1 反思定義 8
2.3 POE 10
2.4 擴增實境 12
2.4.1 擴增實境的定義 12
2.4.2 擴增實境在教育的應用 13
三、 適性化AR系統設計 16
3.1開發環境 16
3.2系統使用者介面 20
四、 實驗設計 23
4.1 實驗流程設計 23
4.2 實驗對象與教師 23
4.3 施測流程 23
4.4 問卷與資料處理 25
五、 結果 27
5.1 學習成效分析與討論 27
5.2 反思層級分析與討論 32
5.3 學習滿意度分析與討論 35
六、 討論與建議 36
6.1 討論 36
6.2 建議 38
參考文獻 40
附件一 前測題目 44
附件二 反思學習單 46
附件三 問卷 50
參考文獻 Akbulut, Y., & Cardak, C. S. (2012). Adaptive educational hypermedia accommodating learning styles: A content analysis of publications from 2000 to 2011. Computers & Education, 58(2), 835–842. doi: 10.1016/j.compedu.2011.10.008
Asai, K., Kpbayashi,H.,& Kondo,T. (2005). Augmented instructions:A fusion of augmented reality and printed learning materials. the fifth IEE international Conference on Advanced Learning Technologies, 213–215. doi: 10.1109/ICALT.2005.71
Azuma, R. (1997). A Survey of Augmented Reality, Teleoperators
and Virtual Environments. 6(4), 355-385, Aug 1997.
Bain, J. D., Ballantyne, R., Packer, J., & Mills, C. (1999). Using journal writing to enhance student teachers’ reflectivity during field experience placements. Teachers and Teaching: Theory and Practice, 5(1), 51–73. doi: 10.1080/1354060990050104
Billinghurst, M., Kato, H., and Poupyrev, I. (2001). The MagicBook: a transitional AR interface. Computers & Graphics, 25(5), 745–753. doi: 10.1016/S0097-8493(01)00117-0
Brusilovsky, P., & Peylo, C. (2003). Adaptive and intelligent web-based educational systems. International Journal of Artificial Intelligence in Education, 13(2–4), 159–172.
Chang K.-E., C. C.-T., Hou H.-T., Sung Y.-T., Chao H.-L. & Lee C.-M. (2014) Development and Behavioral Pattern Analysis of a Mobile Guide System with Augmented Reality for Painting Appreciation Instruction in an Art Museum. Computers & Education, 71, 185-197. doi: 10.1016/j.compedu.2013.09.022
Chen, N. S., Kinshuk, Wei, C. W., & Liu, C. C. (2010). Effects of matching teaching strategy to thinking style on learner’s quality of reflection in an online learning environment. Computers & Education, 56(1), 53–64. doi: 10.1016/j.compedu.2010.08.021
Chen, N. S., Wei, C. W., Wu, K. T., & Uden, L. (2009). Effects of high level prompts and peer assessment on online learners’ reflection levels. Computers & Education, 52(2), 283–291. doi:10.1016/j.compedu.2008.08.007
Cheng, G. (2014). Exploring students′ learning styles in relation to their acceptance and attitudes towards using Second Life in education: A case study in Hong Kong. Computers & Education, 70, 105–115. doi:10.1016/j.compedu.2013.08.011
Chu, H. C., Hwang, G. J., Tsai, C. C., & Tseng, Judy C. R. (2010). A two-tier test approach to developing location-aware mobile learning systems for natural science courses. Computers & Education, 55(4), 1618–1627. doi:10.1016/j.compedu.2010.07.004
Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004). Learning styles and pedagogy in post-16 learning: A systematic and critical review.
Learning and Skills Research Centre. Retrieved May 8, 2004.
Deng, L., & Yuen, A. H. K. (2012). Understanding student perceptions and motivation towards academic blogs: an exploratory study. Australasian Journal of Educational
Technology, 28(1), 48–66.
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. New York: D.C. Heath and Company.
DiSerio, Á., Ibáñez, M. B., & Kloos, C. D. (2013). Impact of an augmented reality system on students′ motivation for a visual art course. Computers & Education, 68, 586-596. doi:10.1016/j.compedu.2012.03.002
Dunn, Rita & Griggs, Shirley A. (2000). Practical Approaches to Using Learning Styles in Higher Education. London: Bergin & Garvey.
El Sayed, N. A. M., Zayed, H. H., & Sharawy, M. I. (2011). ARSC: augmented reality student card – an augmented reality solution for the education field. Computers & Education, 56(4), 1045–1061. doi: 10.1109/ICENCO.2010.5720437
Felder, R. M., & Silverman, L.K. (1988). Learning and teaching styles in engineering education. Engineering Education, 78(7), 674-681.
Felder, R. M., & Spurlin, J. E. (2005). Applications, Reliability, and Validity of the Index of Learning Styles. International Journal of Engineering Education, 21(1), 103-112
Filippidis, S. K., & Tsoukalas, I. A. (2009). On the use of adaptive instructional images based on the sequential–global dimension of the Felder–Silverman learning style theory. Interactive Learning Environments, 17(2), 135–150. doi:10.1080/10494820701869524
Grabowski, B.L , & Jonassen, D.H. (1993). Handbook of Individual Differences, Learning, and Instruction. Hiilsdale, NJ: Lawrence Erlbaum Associates.
Hwang, G. J., Sung, H. Y., Hung, C. M., & Huang, I. (2013). A learning style perspective to investigate the necessity of developing adaptive learning systems. Educational Technology & Society, 16(2), 188–197.
Jeamu, L., Kim, Y., & Lee, Y. (2008). A web-based program to motivate underachievers learning number sense. International Journal of Instructional Media, 35(2), 185–194.
Keefe, J.W. (1979). Learning style: An overview. In J.W. Keefe (Ed.). Student Learning Styles: Diagnosing And Prescribing Programs. Reston, VA: National Association of Secondary School Principals. 1-17.
KoIb, D.A. (1984). Experiential Learning: Experience as the Source of Learning and Development, PrenticeHall, Englewood Cliffs, N.J.
Liew, C., & Treagust, D.F. (1995). A Predict-Observe-Explain Teaching Sequence for
Learning about Students′ Understanding of Heat and Expansion of Liquids. Australian
Science Teachers′ Journal, 41, 68-71.
Chinn, C. A., & Malhotra, B. A. (2002). Children’s Responses to Anomalous Scientific Data:How Is Conceptual Change Impeded? Journal of Educational Psychology, 94(2), 327–343. doi: 10.1037/0022-0663.94.2.327
Mayer, R. E., & Johnson, C. I. (2010). Adding instructional features that promote learningin a game-like environment. Journal of Educational Computing Research, 42(3), 241-265.
Milgram P, Kishino F. A taxonomy of mixed reality visual displays. IECE Transactions on Information and Systems, E77-D(12), 1321–1329.
Motokawa, Y., & Saito, H. (2006). Support System for Guitar Playing using Augmented Reality Display. Mixed and Augmented Reality, 2006. ISMAR 2006. IEEE/ACM International Symposium on, 243-244. doi:10.1109/ISMAR.2006.297825
Palmer, D. (1995). The POE in the primary school: An evaluation. Research in Science Education, 25(3), 323–332.
Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2009). Learning styles: concepts and evidence. Psychological Science in the Public Interest, 9(3), 105–119.
Riechmann, S. W. & Grasha, A. F. (1974). A Rational Approach to Developing and Assessing the Construct Validity of a Student Learning Style Scales Instrument. The Journal of Psychology, 87, 213-223.
Schon, D. A. (1987). Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions. London, England: Jossey-Bass.
Shelton, B. E., & Hedley, N. R. (2002). Using augmented reality for teaching EarthSun relationships to Undergraduate Geography students. The First IEEE International Augmented Reality Toolkit Workshop, Darmstadt, Germany.
Shneiderman, B., Plaisant, C., Cohen, M. (1986). Designing the User Interface: Strategies for Effective Human-Computer Interaction. New York: Pearson.
Soloman, B. A., & Felder, R. M. . (2001). Index of Learning Styles Questionnaire. from http://www.engr.ncsu.edu/learningstyles/ilsweb.html.
Tarng, W., Yu, C. S., Liou, F. L., & Liou, H. H. (2013). Development of a virtual butterfly ecological system based on augmented reality and mobile learning technologies. Wireless Communications and Mobile Computing Conference, Sardinia.
White, R., & Gunstone, Richard (1992). Probing Understanding, London:The Falmer Press.
Wu, H.-H., Lee,S.W.-Y.,Chang,H.-Y.,Liang,J.-C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers & Education, 62, 41–49.
Zacharis, N. Z. (2011). The effect of learning style on preference for web-based courses and learning outcomes. British Journal of Educational Technology, 42(5), 790–800.
指導教授 楊鎮華(Stephen J.H. Yang) 審核日期 2015-7-9
推文 facebook   plurk   twitter   funp   google   live   udn   HD   myshare   reddit   netvibes   friend   youpush   delicious   baidu   
網路書籤 Google bookmarks   del.icio.us   hemidemi   myshare   

若有論文相關問題,請聯絡國立中央大學圖書館推廣服務組 TEL:(03)422-7151轉57407,或E-mail聯絡  - 隱私權政策聲明