- 會議論文
發展應用AR互動式悅趣化健康飲食學習系統於國小營養教育之成效研究
Effects of Developing and Applying an AR Interactive and Gamified Healthy Diet Learning System in Elementary School Nutrition Education
摘要
研究背景：飲食行為是在童年時期逐漸養成的。因此，從小就對學生進行市場上出售的零食和飲料的營養教育是非常重要的。這也意味著，學校教育是塑造和培養孩子飲食習慣的關鍵。大量研究表明，帶學生到超市進行營養教育，還可以提高學生對營養標籤的認識，改善他們的購買習慣。然而，台灣小學的營養教育課程大多是在傳統課堂上進行，無法有效結合現實情境進行實景學習。研究目的：本研究旨在提升國小營養教育之學習成效，為達此目的，本研究結合擴增實境和影像辨識技術開發一AR互動式悅趣化健康飲食學習系統，以支持營養教學活動。研究方法：為了評估所提出的系統對國小營養教育的效果，本研究在一所國小進行了一項實驗，並邀請了27名六年級學生參加本實驗。為了解學生在參與實驗前後的營養健康知識程度之變化，本研究設計了先備知識測驗及學習成就測驗，此外為了評估學生對使用本系統進行營養教育的學習動機，本研究採用ARCS學習動機問卷進行量測。研究結果：研究結果顯示透過AR互動式悅趣化健康飲食學習系統輔助營養教育教學活動能引起學生學習動機，能吸引學生之注意力，並使學生於學習後獲得滿足感，以及提升學生的營養教育知識程度。研究結論：本研究提出一AR互動式悅趣化健康飲食學習系統，並將其應用於國小營養教育，以提高學生的學習成效，然而本研究以單組實驗設計進行，未能安排對照組學生進行差異比較，為本研究主要限制。
並列摘要
Background: Dietary behaviors are gradually developed during childhood. Therefore, it is crucial to provide nutrition education to students about the snacks and drinks available in the market from an early age. This also means that school education is crucial in shaping and cultivating children's eating habits. Numerous studies have shown that taking students to supermarkets for nutrition education can increase their awareness of nutrition labels and improve their purchasing habits. However, the nutrition education curriculum in Taiwanese elementary schools is mainly conducted in traditional classrooms and cannot effectively integrate real-life scenarios for experiential learning. Purpose: The aim of this study is to enhance the learning effectiveness of nutrition education in elementary schools. To achieve this goal, this study combines augmented reality technology and image recognition technology to develop an AR interactive and gamified healthy diet learning system to support nutrition teaching activities. Methods: To evaluate the effectiveness of the proposed system on nutrition education in elementary schools, this study conducted an experiment in one elementary school and invited 27 sixth-grade students to participate. To understand the changes in students' nutrition and health knowledge before and after the experiment, this study designed a pre-test and post-test. In addition, to evaluate students' motivation to learn nutrition education using the developed system, this study used the ARCS learning motivation questionnaire for measurement. Research Findings: The results of the study showed that using the AR interactive and gamified healthy diet learning system to assist nutrition education teaching activities can enhance students' motivation to learn, attract their attention, and provide them with a sense of satisfaction after learning, as well as improving their level of nutrition education knowledge. Conclusions: This study proposed an AR interactive and gamified healthy diet learning system and applied it to nutrition education in elementary schools to enhance students' learning effectiveness. However, the study used a single-group experimental design and did not arrange a control group for comparison, which is the main limitation of this study.