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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：26 、訪客IP：3.137.161.222
姓名 魯里歐(Rio Nurtantyana) 查詢紙本館藏 畢業系所 網路學習科技研究所 論文名稱
(Application of the Authentic-UG using Augmented Reality to Support Geometry Learning in Authentic Learning Design)檔案 [Endnote RIS 格式]
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摘要(中) 在本研究中，我們開發了Authentic-UG來促進學生的實境式學習，並從角度和線的概念上探討了小學四年級學生學習幾何的學習行為與學習成績之間的關係。本研究的參與者共有50名學生，分為實驗組及對照組，實驗組有25名學生使用Authentic-UG，對照組有25名學生，為期十週，兩組之間具有相同的先備知識。
在學習過程中使用Authentic-UG後的統計結果表明，實驗組具有更好的學習成績，特別是在幾何對象的估計能力方面，而實際操作的結果也通過教師評估和同儕評估進行檢查。因此，最具影響力的學習活動是結合角度和線及鷹架概念來幫助估算組合題型的能力，可以有效地提中同儕評估的品質。有一種現象是，在角度的概念中，比起關注線的準確性，學生們更注重的是角度的準確性。學生覺得使用Authentic-UG是一種更快樂的學習體驗，因為在真實的環境中，學生有對於搜索幾何物件和測量主動探索的動機也更健康。
摘要(英) In this study, we developed the Authentic-UG to facilitate student in authentic learning and we investigate the relationship between learning behavior and learning assessment with learning achievement in fourth-grade elementary school students to learn geometry in the concept of angle and the concept of line. The participants of this study with 50 students, divided two groups that 25 students in the experimental group using Authentic-UG and 25 students in the control group for 10 weeks with the same initial prior knowledge between groups.
The statistical results after using Authentic-UG in the learning process indicate that the experimental group has a better learning achievement, especially in the skill of estimation ability on geometry objects. The results of authentic work also checking by teacher assessment and peer assessment using scaffolding. Therefore, the most influential learning activities to help estimation ability in the combine topic which combines the angle concept & line concept and also the scaffolding can work well to help peer assessment quality.關鍵字(中) ★ 實境式學習
★ 幾何學習
★ 擴增實境關鍵字(英) ★ Authentic-UG
★ authentic learning
★ geometry learning
★ augmented reality論文目次 中文摘要 ..................................................................................................................................... i
Abstract ....................................................................................................................................... ii
Acknowledgement ..................................................................................................................... iii
Table of Contents....................................................................................................................... iv
List of Figures ............................................................................................................................ vi
List of Tables ............................................................................................................................ vii
Explanation of Symbols........................................................................................................... viii
Chapter 1 Introduction ................................................................................................................ 1
1-1 Background and Motivation ............................................................................................. 1
1-2 Purpose ............................................................................................................................. 2
Chapter 2 Literature Review....................................................................................................... 3
2-1 Authentic Learning Design .............................................................................................. 3
2-2 Ubiquitous Geometry Learning in Mathematic ............................................................... 4
2-2-1 Ubiquitous Learning ............................................................................................... 4
2-2-2 Geometry Learning in Mathematic......................................................................... 5
2-3 Augmented Reality with ARCore Technology ................................................................. 6
2-4 Learning Behavior on Authentic-UG................................................................................ 8
2-4-1 Geometry on Authentic .......................................................................................... 8
2-4-2 Dimensional of Geometry Ability .......................................................................... 9
2-4-3 Assessment for Learning ...................................................................................... 10
2-5 Student Perception and Motivation using Technology ................................................... 11
Chapter 3 System Design and Implementation ........................................................................ 14
3-1 System Design ................................................................................................................ 14
3-2 Implementation .............................................................................................................. 14
3-2-1 System Implementation for Student with Authentic-UG app .............................. 15
3-2-2 System Implementation for Teacher with Dashboard-UG ................................... 17
3-3 Learning Geometry using Authentic-UG....................................................................... 18
3-3-1 Learning Geometry ............................................................................................... 18
3-3-2 Learning Activities ............................................................................................... 19
3-3-3 Measurement Skill in Authentic Context ............................................................. 19
3-3-4 Peer and Teacher Assessment............................................................................... 20
Chapter 4 Research Method ..................................................................................................... 21
4-1 Type of Research ........................................................................................................... 21
4-2 Research Architecture and Research Variables ............................................................. 21
4-2.1 Control Variable ................................................................................................... 21
4-2.2 Independent Variable ............................................................................................ 21
4-2.3 Dependent Variable .............................................................................................. 21
4-3 Research Flow and Procedure ........................................................................................ 24
4-4 Research Subject ............................................................................................................ 25
4-5 Research Tool ................................................................................................................ 26
4-6 Experimental Activities ................................................................................................. 27
4-7 Experimental Function ................................................................................................... 27
4-8 Data Collection and Processing ..................................................................................... 28
Chapter 5 Result and Analysis.................................................................................................. 29
5-1 Analysis of Learning Achievement ............................................................................... 29
5-2 Correlation Analysis between each Research Variables ................................................ 31
5-2-1 Correlation Learning Behavior with Learning Achievement ............................... 32
5-2-2 Correlation Learning Assessment with Learning Achievement ........................... 35
5-3 Correlation Learning Behavior with Learning Assessment ........................................... 36
5-3-1 Correlation Quantity of Measurement in Learning Behavior with Learning
Assessment ....................................................................................................................... 37
5-3-2 Correlation Quality of Measurement in Learning Behavior with Learning
Assessment ....................................................................................................................... 37
5-4 Lag-Sequential Analysis of Learning Activities when using Authentic-UG.................. 44
5-5 Student Perceptions of Authentic-UG System ................................................................ 44
Chapter 6 Conclusion ............................................................................................................... 49
References ................................................................................................................................ 51
Appendix .................................................................................................................................. 55參考文獻 ACEL. (2016). Authentic learning: what, why and how? Retrieved from ACEL: http://www.acel.org.au/acel/ACEL_docs/Publications/e-Teaching/2016/e- Teaching_2016_10.pdf
Bayuningsih, A., Usodo, B., & Subanti, S. (2018). Problem based learning with scaffolding technique on geometry. 4th International Seminar of Mathematics, Science and Computer Science Education (pp. 1-5). America: IOP Publishing.
Bhagat, K., & Huang, R. (2018). Improving Learners’ Experiences Through Authentic Learning in a Technology-Rich Classroom. In T.-W. Chang, R. Huang, & Kinshuk, Authentic Learning Through Advances in Technologies (pp. 3-5). Singapore: Springer Nature.
Brophy, J. (2010). Motivating student to learn. New York: Routledge.
Browning, C., Edson, A. J., Kimani, P., & Tutak, F. A. (2014). Mathematical Content Knowledge for Teaching Elementary Mathematics: A Focus on Geometry and Measurement. The Mathematics Enthusiast, 333-383.
Chen, Y., Chen, Y., Whittinghill, D., & Vorvoreanu, M. (2014). A Pilot Study Exploring Augmented Reality to Increase Motivation of Chinese College Students Learning English. American Society for Engineering Education, 1-15.
Chiang, T., Yang, S., & Hwang, G. (2014). An AR-based mobile learning system to improve students’ learning achievements and motivations in natural science inquiry activities. Journal of Educational Technology and Society, 352–365.
Clarke, J., & Dede, C. (2009). Design for Scalability: A Case Study of the River City Curriculum. Journal of Science Education and Technology, 353-365. Common Core Standards Writing Team. (2013). Progressions for the Common Core State
Standards in math- ematics (draft): Grades K–5, geometry. . Tucson: Institute for Mathematics and Education, University of Arizona.
Cross, C., Taniesha, A., Woods, & Schweingruber, H. (2009). Mathematics Learning in Early Childhood Path Toward Excellence and Equity. United States:US: The National Academies Press.
David, C., & Dirk, I. (2018). Analysing Performance in Authentic Digital Scenarios. In T.-W. Chang, R. Huang, & Kinshuk, Authentic Learning Through Advances in Technologies (pp. 17-26). Singapore: Springer Nature.
Davis, F. (1986). A technology acceptance model for empirically testing new end-user information systems: Theory and results. United States: Massachusets Institute of Technology.
Ding, L., Ball, A., Matthews, J., McMahon, C., & Patel, M. (2009). Annotation of lightweight formats for long-term product representations. International Journal of Computer Integrated Manufacturing, 1037-1053.
Doug, F. (2004). Teaching and learning geometry. New York:NY: Continuum International Publishing Group.
Earl, L., & Katz, S. (2006). Rethinking Classroom Assessment with Purpose in mind : assessment for learning, assessment as learning, assessment of learning. Winnipeg: Manitoba Education.指導教授 黃武元 博士(Wu-Yuin Hwang Suprapto, Ph.D) 審核日期 2019-6-27 推文 plurk
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