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不同學習風格在展示互動學習之研究－以臺中客家故事館為例
Different learning styles study in interactive exhibit learning - Take Taichung Hakka Story House as an example
Abstracts
本研究建構一臺中客家故事館，藉由動畫及光雕、觸控互動螢幕、體感互動遊戲及AR互動等三種不同展示互動設計呈現客家鄉土文化，進一步探討不同「學習風格」使用者，在參觀體驗臺中客家故事館後，對於鄉土認知、情意、系統使用及互動滿意度之表現。研究對象為東勢鎮某國小五六年級163位學生，研究之前，先以團體嵌圖測驗量表評量學生認知學習風格的場域獨立性，分為依賴、中間及獨立三型。學生以班級為單位分批輪流體驗不同模式的展示互動，分為活化式、操作式、互動式三種，體驗結束後接受相關測驗。研究結果顯示，學習風格會影響學習成效、鄉土情意、系統使用性評估（SUS），對使用者互動滿意度（QUIS）則沒有影響。場域獨立與場域依賴型的學生在不同展示互動模式學習上都有明顯進步，場域獨立型明顯高於依賴型及中間型；學習風格與認知學習成效呈現正相關，越獨立學習成效越好；與鄉土情意則呈現負相關，越獨立對鄉土的認同越低。研究呼應科技領域的發展，應重視文化科技的整體規劃，以目標群為本，促進文化與科技的深度融合，除了地方文化館，未來可應用在各種歷史建築、社區空間的再應用及展覽。
Parallel abstracts
This research was based on the exhibition in Taichung Hakka Story House. We explored three different learning style users by offering different kinds of exhibition display technologies, such as animation, projection, touch-screen, motion-sensing games, and AR interaction applications to demonstrate the Hakka indigenous culture. We evaluated local awareness, local affection, system usability, and satisfaction evaluation for the visitors who went to Taichung Hakka Story House and learned local education courses. Our research subjects are 163 students who are the fifth and sixth grades of students in Dongshi Elementary School (Dongshi Township, Taichung City, Taiwan). Before the study, we used the Group Embedded Figures Test (GEFT) to divide the students into three groups according to their learning cognition: the site dependence group, the middle group, and the site independence group. The students were brought to the Taichung Hakka Story House by class, and they explore and experience different display interaction types (activation, operation, interactive) in the story house. They took the learning effectiveness test on indigenous education, indigenous affection, system usability scale (SUS), and Questionnaire for User Interface Satisfaction (QUIS) after the experience tour. Our results showed learning style impacts learning effectiveness test on indigenous education, indigenous affection, SUS. However, learning style makes no impact on QUIS. Within the learning style difference, the site independence group got the highest score on SUS and QUIS. Field-independent and field-dependent students have made significant progress in learning with different interaction modes of display, Among different exhibition interaction modes, site independence and site dependence groups significantly improved learning performance; the site independence group's learning score is significantly higher than the site-dependent and middle group. We found a positive correlation between learning style and cognitive learning effectiveness; more independent students have better learning performance. However, we also found a negative correlation between learning style and local affection; more independent students have a less local identity. Our research showed that we should pay more effort to cultural technology design with the development of technology. To foster the integration of culture and technology, we should focus on the target group's needs. Not only the local cultural museum, but this theory also can apply to various historic buildings, community spaces, and exhibitions.