| 摘要: | 隨著智慧型手機設備的普及和使用，透過一支手機便可以隨時隨地的進行學習，特別是透過科技來輔助教學，已是現今教育現場積極推行的教學目標，將科技與周圍的真實生活環境與學習主題聯繫起來，以幫助學生在真實情境中學習，而非將學習侷限在課本當中。因此，如何設計使用智慧型手機的輔助學習課程，變得更具前瞻性，回應在我們的日常生活中與幾何相關的場景，因此開發了一款幾何學習的手機應用程式。
本研究是在真實情境中使用一個名為Smart 3D-UG的數學幾何學習系統來幫助小學生學習體積及表面積。Smart 3D-UG運用了AR擴增實境的技術及智慧回饋，使學生可以針對身邊真實的3D物體進行實際的測量，例如:正方體、長方體、三角柱。此系統還內建多媒體白板，讓學生能直接在白板上計算。
本研究將四十七名六年級小學生分為實驗組及對照組。實驗組使用Smart 3D-UG進行學習，而對照組則使用沒有Smart相關機制，以3D-UG系統學習。實驗結果顯示，使用Smart 3D-UG的實驗組在幾何能力學習成就方面明顯優於對照組，並在學生學習幾何概念的過程中發現其中的錯誤概念，學生常因運算錯誤及粗心大意導致計算錯誤；又因幾何概念不清、公式混淆等導致錯誤的列式；又或是缺乏細心檢查而輸入錯誤，但因著GPT的智慧回饋，透過即時、針對性的指導，能幫助學生發現並修正錯誤，深化其對幾何概念的理解，以及適性化提供學生具體的建議與解題策略，從而增強其學習效率。
此外，本研究也針對合作學習進行學習行為與成就的分析，發現學生透過討論與合作共同解決問題，不僅提升學習成就，在學習動機、參與度及社交技能都有提升，亦幫助學生減輕學習壓力。實驗皆在真實情境中學習，將幾何概念融入生活中，使學生能以實際操作深化抽象概念的理解。因此，可知Smart 3D-UG系統搭配在真實情境使用，對學生學習體積與表面積有顯著的幫助。;With the widespread adoption and use of smartphones, learning can now take place anytime and anywhere through a single device. Leveraging technology to support teaching has become a key goal in modern education, connecting technology with real-life environments and learning topics. This approach helps students learn in authentic contexts rather than confining learning to textbooks. Consequently, designing mobile-assisted learning programs has become more forward-looking, especially in addressing geometry-related scenarios in daily life. In response, a mobile application for geometry learning has been developed.
This study employs a mathematics and geometry learning system called Smart 3D-UG to help elementary school students learn about volume and surface area in real-life contexts. Smart 3D-UG incorporates augmented reality (AR) technology and intelligent feedback, enabling students to measure real 3D objects such as cubes, rectangular prisms, and triangular prisms. The system also includes a multimedia whiteboard for students to perform calculations directly.
In this study, 47 sixth-grade students were divided into an experimental group and a control group. The experimental group used Smart 3D-UG for learning, while the control group used the 3D-UG system without Smart features. The experimental results revealed that the experimental group significantly outperformed the control group in terms of geometry learning achievements. The study also uncovered common misconceptions students encounter when learning geometric concepts, such as calculation errors due to carelessness, confusion between formulas, and incorrect input due to a lack of careful checking. With the intelligent feedback provided by GPT, students received real-time, targeted guidance, helping them identify and correct mistakes, deepen their understanding of geometric concepts, and receive personalized suggestions and problem-solving strategies, thereby enhancing their learning efficiency.
Additionally, the study analyzed collaborative learning behaviors and achievements. It found that students improved not only their academic performance but also their learning motivation, engagement, and social skills through discussion and collaboration to solve problems. Collaborative learning also helped alleviate students′ learning pressure. Throughout the experiment, learning took place in real-life contexts, integrating geometric concepts into everyday life. This approach enabled students to use hands-on activities to deepen their understanding of abstract concepts, further strengthening their ability to apply knowledge. Therefore, it can be concluded that the Smart 3D-UG system, when used in authentic contexts, provides significant support for students in learning volume and surface area. |
