擴增實境科學實驗環境對學生合作科學探究成效之影響;The Impact of Augmented Reality of Science Laboratory Environment on Students’ Collaborative Science Inquiry Effectiveness

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Title:	擴增實境科學實驗環境對學生合作科學探究成效之影響;The Impact of Augmented Reality of Science Laboratory Environment on Students’ Collaborative Science Inquiry Effectiveness
Authors:	戴士凱;Tai, Shih-Kai
Contributors:	資訊工程學系
Keywords:	擴增實境;合作科學探究;認知負荷;內在動機;自我效能;augmented reality;collaborative science inquiry;cognitive load;intrinsic motivation;self-efficacy
Date:	2024-08-08
Issue Date:	2024-10-09 17:15:37 (UTC+8)
Publisher:	國立中央大學
Abstract:	隨著擴增實境技術的進步，其在科學教育中的應用越來越廣泛，特別是對於抽象的科學概念的學習成效較佳，如電學、光學和電磁學。過去的研究顯示，擴增實境學習環境可以提升學生的學習成效、內在動機和自我效能，並降低外在認知負荷。本研究旨在探討高沉浸式擴增實境頭戴式顯示器（HoloLens 2）與實體光學儀器結合的學習環境，對學生在「光的折射—凸透鏡的成像」科學主題上的學習效果。研究對象為58名國中一年級學生，分為擴增實境實驗組（26人）和實體光學儀器控制組（32人），進行兩人一組的實驗。本研究收集了學生的光學概念學習單、光學概念測驗前後測、認知負荷問卷以及學習動機問卷前後測，並分析擴增實境環境對學習成效、內在認知負荷、外在認知負荷、增生認知負荷和學習動機中內在動機、自我效能的影響。同時，透過錄影和錄音分析學生在擴增實境環境下合作科學探究的過程。結果顯示，實驗組在學習成效上整體顯著優於控制組，特別是在遷移學習方面；在認知負荷和學習動機方面，內在認知負荷顯著低於控制組；內在動機和自我效能則是兩組皆無顯著差異。此外，影片分析發現擴增實境環境能幫助學生建構科學概念並促進合作學習，但討論程度因人而異，且存在資訊不同步的限制。最後，本研究提供未來系統功能優化及實驗活動設計的建議。總體而言，本研究建置了一個輔助中學生學習抽象科學概念的擴增實境科學實驗環境雛形，幫助學生在觀察與合作中建構科學概念，培養科學探究的能力。;With the advancement of augmented reality (AR) technology, its application in science education has become increasingly widespread, particularly in enhancing the understanding of abstract scientific concepts such as electricity, optics, and electromagnetism. Previous research has shown that AR learning environments can improve students′ learning outcomes, intrinsic motivation, and self-efficacy while reducing extraneous cognitive load. This study aims to explore the effectiveness of a learning environment combining a highly immersive AR headset (HoloLens 2) with physical optical instruments on students′ understanding of the scientific topic "Refraction of Light—Imaging with Convex Lenses." The participants were 58 first-year middle school students divided into an AR experimental group (26 students) and a physical optical instrument control group (32 students), working in pairs. The study collected data through optical concept worksheets, pre-and post-tests on optical concepts, cognitive load questionnaires, and pre-and post-tests on learning motivation. It analyzed the effects of the AR environment on learning outcomes, intrinsic cognitive load, extraneous cognitive load, germane cognitive load, and components of learning motivation, including intrinsic motivation and self-efficacy. Additionally, the study involved video and audio analyses of students′ collaborative scientific inquiry processes in the AR environment. The results showed that the experimental group significantly outperformed the control group in overall learning outcomes, especially in transfer learning. The intrinsic cognitive load was significantly lower in the experimental group compared to the control group. At the same time, there were no significant differences in intrinsic motivation and self-efficacy between the two groups. Furthermore, video analysis revealed that the AR environment facilitated the construction of scientific concepts and promoted collaborative learning, though the level of discussion varied among individuals, and there were limitations due to information asynchrony. Finally, the study provides suggestions for future system functionality improvements and experimental activity design. Overall, this study establishes a prototype of an AR science experiment environment that supports middle school students in learning abstract scientific concepts, helping them construct scientific understanding through observation, collaboration, and fostering their scientific inquiry skills.
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