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

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：161

、訪客IP：3.133.147.252

姓名

蔣旭政(Chiang Hsu-Cheng) 查詢紙本館藏

畢業系所

資訊工程學系

論文名稱

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)

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)

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。

摘要(英)

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.

關鍵字(中)

★ 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

關鍵字(英)

★ teaching/learning strategies
★ cooperative/collaborative learning
★ augmented reality
★ inquiry learning
★ learning behavior

論文目次

Table of Contents
Chinese Abstract I
English Abstract II
Acknowledgements III
Table of Contents IV
List of Figures VI
List of Tables VII

1. Introduction 1
1.1 Background 1
1.2 Research motivation 1
1.3 Purposes of this research 3
1.4 Research questions 4
2. Literature Review 6
2.1 Inquiry-based Learning 6
2.2 Augmented Reality 7
2.3 ARCS model 9
2.4 Knowledge Construction 10
3. System development and application 11
3.1 Augmented reality-based mobile learning system 11
3.2 5-step learning strategy 14
4. Methodology 17
4.1 Experiment Design 17
4.2 Participants 18
4.3 Experimental Procedure 18
4.4 Measuring Tools 19
5. Results and discussion 21
5.1 Learning achievement 21
5.2 Learning motivation 22
5.3 Cognitive load 24
5.4 learning behavior comparison 25
6. Conclusions 32
Reference 36

參考文獻

Akinsanya, C., & Williams, M. (2004). Concept mapping for meaningful learning. Nurse Education Today, 24(1), 41-46.
Azuma, R. T. (1997). A Survey of Augmented reality. In Presence: Teleoperators and Virtual Environments, 6, 355-385.
Azuma, R., Baillot, Y., Behringer, R., Feiner, S., Julier, S., & MacIntyre, B. (2001). Recent advances in augmented reality. IEEE Computer Graphics and Applications, 21(6), 34–47.
Bakeman, R. & Gottman, J. M. (1997). Observing Interaction: An introduction to sequential analysis. Journal of Educational Statistics.
Bruce, B. C. & Bishop, A. P. (2002). Using the Web To Support Inquiry-Based Literacy Development. Journal of Adolescent & Adult Literacy, 45(8), 209-221.
Billinghurst, M., Kato, & H., Poupyrew, L. (2001). The MagicBook: moving seamlessly between reality and virtuality. IEEE Computer Graphics and Applications, 2–4.
Bower, M. (2008). Affordance analysis – matching learning tasks with learning technologies. Educational Media International, 45(1), 3–15.
Burigat, S., & Chittaro, L. (2007). Navigation in 3D virtual environments: effects of user experience and location-pointing navigation aids. International Journal of Human-Computer Studies, 65(11), 945–958.
Creedy, D., Horsfall, J., Hand, B., (1992). Problem-based learning in nurse education: an Australian view. Journal of Advanced Nursing, 17, 727-733.
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.
Chu, H. C., Hwang, G. J., Huang, S. X., &Wu, T. T. (2008). A knowledge engineering approach to developing e-libraries for mobile learning. The Electronic Library, 26(3), 303–317.
Chu, H. C., Hwang, G. J., & Tsai, C. C. (2010). A knowledge engineering approach to developing mindtools for context-aware ubiquitous learning. Computers & Education, 54(1), 289-297.
Chi, M. T. H., de Leeuw, N., Chiu, M., & Lavancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18(3), 439-477.
Chien, C. -Huan, Chen, C.- Hsu, & Jeng, T.- Sheng. (2010). An interactive augmented reality system for learning anatomy structure. Computer, I. IAENG.
Colburn, A. (2000). An Inquiry Primer. Science Scope, 23, 139?140.
Dalgarno, B. (2004). A classification scheme for learner-computer interaction. In Annual conference of the Australasian society for computers in learning in tertiary education (pp. 240–248).
Dalgarno, B., & Lee, M. J.W. (2010). What are the learning affordances of 3-D virtual environments? British Journal of Educational Technology, 41(1), 10–32.
Dunleavy, M., Dede, C., & Mitchell, R. (2009). Affordances and limitations of immersive participatory augmented reality simulations for teaching and learning. Journal of Science Education and Technology, 18(1), 7–22.
Edelson, D. C., Gordin, D. N., & Pea, R. D. (1999). Addressing the challenges of inquiry-based learning through technology and curriculum design. Journal of the Learning Sciences, 8(3-4), 391-450.
Finn, F. L., Fensom, S. A., Chesser-Smyth, P. (2010). Promoting learning transfer in post registration education: A collaborative approach. Nurse Education in Practice, 10(1), 32-37.
Gunawardena, C. N., Lowe, C. A., & Anderson, T. (1997). Analysis of a global online debate and the development of an interaction analysis model for examining social construction of knowledge in computer conferencing. Journal of educational computing research, 17(4), 397-431.
Henri, F. (1992). Computer conferencing and content analysis. In A.R. Kaye (Ed). Collaborative learning through computer conferencing: The Najaden papers, 117-136.
Hou, H. T., Sung, Y. T. & Chang, K. E. (2009). Exploring the behavioral patterns of an online knowledge-sharing discussion activity among teachers with problem-solving strategy. Teaching and Teacher Education, 25(1) , 101-108.
Hung, P. H., Hwang, G. J., Lin, Y. F., Wu, T. H., & Su, I. H. (2013). Seamless connection between learning and assessment- applying progressive learning tasks in mobile ecology inquiry. Educational Technology & Society, 16(1), 194-205.
Hwang, G. J., Yang, T. C., Tsai, C. C., & Yang, Stephen J. H. (2009). A context-aware ubiquitous learning environment for conducting complex experimental procedures. Computers & Education, 53(2), 402–413.
Hwang, G. J., Tsai, C. C., Chu, H. C., Kinshuk, & Chen, C. Y. (2012). A context-aware ubiquitous learning approach to conducting scientific inquiry activities in a science park. Australasian Journal of Educational Technology, 28(5), 931-947.
Hwang, G. J., Tsai, C. C., & Yang, S. J. H (2008). Criteria, strategies and research issues of context-aware ubiquitous learning. Journal of Educational Technology & Society, 11(2), 81-91.
Jonassen, D. H. (1999). Computers as mindtools for schools, engaging critical thinking. Englewood Cliffs, NJ: Prentice-Hall.
Jonassen, D. H., Carr, C., & Yueh, H. P. (1998). Computers as mindtools for engaging learners in critical thinking. TechTrends, 43(2), 24-32.
Keller, J. M. (1987). Development and use of the ARCS model of motivational design. Journal of Instructional Development, 10(3), 2-10.
Keller, J. M. (2010). Motivational design for learning and performance. Science + Business Media, 227–286, Springer.
Kye, B., & Kim, Y. (2008). Investigation of the relationships between media characteristics, presence, flow, and learning effects in augmented reality based learning augmented reality. International Journal, 2(1), 4–14.
Lakkala, M., Lallimo, J., & Hakkarainen, K. (2005). Teachers’ pedagogical designs for technology-supported collective inquiry: A national case study. Computers & Education, 45(3), 337-356.
Lim, B. R. (2004). Challenges and issues in designing inquiry on the Web. British Journal of Educational Technology, 35(5), 627- 643.
Liu, T. C., Lin, Y. C., Tsai, M.-J., & Paas, F. (2012). Split-attention and redundancy effects in mobile learning in physical environments. Computers & Education, 58(1), 172-180.
Looi, C. K. (1998). Interactive learning environments for promoting inquiry learning. Journal Educational Technology Systems, 27(1) 3-22.
Marra, R. M., Moore, J. L., & Klimczak, A. K. (2004). Content analysis of online discussion forums: A comparative analysis of protocols. Educational Technology Research and Development, 52(2), 23-40.
Mayer, R. E.(2001). Multimedia Learning. New York: Cambridge University press.
Mayer, R. E., & Moreno R.(2003). Nine ways to reduce cognitive load in multimedia learning. Educational psychologist, 38(1), 43–52.
Milgram, P., & Kishino, A. F. (1994). Taxonomy of mixed reality visual displays. IEICE Transactions on Information and Systems, E77-D(12), 1321–1329.
Nejdl, W., Tochtermann, K., Bogen, M., Wind, J. &Giuliano, A. (2006). ARISE – Augmented Reality in School Environments. In Nejdl, W., Tochtermann, K. (eds.), pp. 709–714.
Neumann, U., & Majoros, A. (1998). Cognitive, performance, and systems issues for augmented reality applications in manufacturing and maintenance. In Proceedings IEEE 1998 virtual reality annual international symposium Cat (pp. 4–11).
Ogata, H., & Yano, Y. (2004, March). Context-aware support for computer-supported ubiquitous learning. Paper presented at the 2nd IEEE International Workshop on Wireless and Mobile Technologies in Education, JhongLi, Taiwan.
Ogata, H., Li, M., Hou, B., Uosaki, N., El-Bishouty, M., & Yano, Y .(2011). SCROLL: Supporting to Share and Reuse Ubiquitous Learning Log in the Context of Language Learning. Research and Practice in Technology Enhanced Learning, Vol. 6, No. 2, 69-82.
Pena-Shaffa, J. B., & Nichollsb, C. (2004). Analyzing student interactions and meaning construction in computer bulletin board discussions. Computers & Education, 42(3), 243-265.
Platonov, J., Heibel, H., Meier, P., & Grollmann, B. (2006). A mobile markerless AR system for maintenance and repair. In 2006 IEEE–ACM international symposium on mixed and augmented reality (pp. 105–108). IEEE.
Price, B. (2001). Enquiry-based Learning: an introductory guide. Nursing Standard, 15(5), 45-52.
Sharples M., Milrad M., Arnedillo-Sanchez, I., & Vavoula, G. (2009). Mobile Learning: Small devices, Big Issues. In: N. Balacheff, S. Ludvigsen, T. de Jong, A. Lazonder & S. Barnes (Eds.)
Shih, J. L., Chuang, C. W., & Hwang, G. J. (2010). An Inquiry-based Mobile Learning Approach to Enhancing Social Science Learning Effectiveness. Journal of Educational Technology & Society, 13(4), 50-62.
Sherman, W. R., & Craig, A. B. (2003). Understanding virtual reality. New York: Morgan Kaufmann Publishers.
Soloway, E., & Wallace, R. (1997). Does the Internet Support Student Inquiry? Don′t ask. Communications of the ACM, 40(5), 11-16.
Sweller, J., van Merrienboer, J. J. G., & Paas, F. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10,251-296.
Tseng, J. C. R., Chu, H. C., Hwang, G. J., & Tsai, C. C. (2008). Development of an adaptive learning system with two sources of personalization information. Computers & Education, 51(2), 776-786.
Wu, H. K., Lee, Silvia W. Y., Chang, H. Y., & Liang, J. C. (2013). Current status, opportunities and challenges of augmented reality in education, Computers & Education, 62, 41-49
Yang, S. J. H., (2006). Context aware ubiquitous learning environments for peer-to-peer collaborative learning. Educational Technology & Society, 9(1), 188-201.
Yang, S.J.H., Chen, I.Y.L. (2008). A social network-based system for supporting interactive collaboration in knowledge sharing over peer-to-peer network. International Journal of Human-Computer Studies, 66(1). 36-50
Yang, S. J. H., Okamoto, T., & Tseng, S. S. (2008). A matter of context-aware ubiquitous learning. Journal of Educational Technology & Society, 11(2), 1-2.
Yeh, Y. F., Chen, M. C., Hung, P. H., & Hwang, G. J. (2010). Optimal self-explanation prompt design in dynamic multi-representational learning environments. Computers & Education, 54(4), 1089-1100.
Wong, L. H., & Looi, C. K. (2011). What seams do we remove in mobile-assisted seamless learning? A critical review of the literature. Computers & Education, 57(4), 2364-2381.

指導教授

楊鎮華(J.H. Yang)

審核日期

2014-6-12

推文