以擴增實境為互動基礎之教室內學習遊樂場; Constructing an Digital Learning Playground with Augmented Reality Based Interaction

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题名:	以擴增實境為互動基礎之教室內學習遊樂場;Constructing an Digital Learning Playground with Augmented Reality Based Interaction
作者:	江俊賢;Jyun-Sian Jiang
贡献者:	資訊工程研究所
关键词:	任務式學習;擴增實境;數位學習遊樂場;digital learning playground;augmented reality;total scenario response;task-based learning
日期:	2011-07-25
上传时间:	2012-01-05 14:54:46 (UTC+8)
摘要:	在傳統教育與教學上，如何讓學生獲得實際應用的能力一直不斷的被討論。一般課堂的教學常受限於道具與環境，學生往往只是被動的『學到』知識，以聽講、筆記、背誦等方式學習，而忽略了知識的來源、應用、與意義。好的學習應該要提供相關的情境，並讓學生有實際運用的機會，如此才能真正的『學會』知識，並能夠學以致用。許多教育學家也都主張實際操作、相關情境、與真實經驗等對學習的重要性，如Skehan、Dewey、Kolb等。在本研究中，我們致力於尋找一個解決方案，來讓學生可以在相關情境下學習，同時有機會在課堂上運用所學知識。我們提出一個以擴增實境為互動基礎之教室內學習遊樂場系統，透過開放式舞台的環境讓學生容易圍繞進入；以擴增實境技術來提供生動的情境與延伸字卡上的知識；設計學習任務讓學生能透過實際操作習得知識，且分組任務的方式也能促進彼此討論決策，並主動驗證所學。實驗與問卷結果顯示，以擴增實境為互動基礎之教室內學習遊樂場系統具有提升學生學習成效、學習動機、沉浸感等的功能。而課後問答與實驗觀察顯示，情境任務與擴增實境字卡確實讓學生對相關知識的認知印象深刻，而機器人夥伴的參與也讓學生活潑且專注的投入學習活動。 Acquiring applied capabilities in schools has been called into question from concerned community members. School learning is commonly thought to include a lot of cognition and abstract concepts and lack connections to the actual contexts of objects and events [10]. Skehan (1998) states that knowledge must be applicable and related to the real world [13]. For this reason, many scholars have advocated using experiential learning and task-based learning which involves situational task design, as the method for students to apply knowledge, thereby gain actual experience. Drawing on the viewpoints mentioned above, “relevant contexts” and “actual experience” are essential to learning In this study, we are searching for a solution that students can learn with context-relevant materials and meanwhile have opportunities to apply knowledge in classrooms. We propose AR-assisted Digital Learning Playground that a teacher and students can easily stand around and complete in the classroom. We also applied Augmented Reality technology to conventional flashcards. AR cards serve as task toolkits that students can use cards to trigger apt scenarios in the task. The design tasks provide students actual experience applying learned knowledge and the process of task completion stimulate group discussion and interaction. Therefore, students can reflect what they have learned through the tasks. The results of the experiment depicts that this reflection-in-action learning mechanic does yield a better learning, such as learning effectiveness, motivation, and engagement. From our experimental observation particularly, the context-relevant tasks with scenario-triggered AR cards in learning does enhance students’ cognition and comprehension. Besides that, applying robots as task companion can stir a high level of interest and motivation to schoolchildren.
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