應用擴增實境於自然科教學對學生學習成效及學習動機之影響－以國中電磁學為例

THE EFFECT OF USING AUGMENTED REALITY ON STUDENTS' LEARNING MOTIVATION AND ACADEMIC ACHIEVEMENT IN SCIENCE INSTRUCTION - A CASE STUDY OF A NINTH GRADE LESSON IN ELECTROMAGNETISM

林志隆(Chih-Lung Lin) ； 林芳如(Fang-Ju Lin)

《國立臺灣科技大學人文社會學報》 16卷4期 (2020/12) Pp. 345-367

摘要

隨著行動裝置與網際網路普及，以及行動通訊技術與圖像分析技術不斷提升，近年來擴增實境技術蓬勃發展，也逐漸應用在許多領域。本研究以擴增實境應用程式作為新型態的多媒體教學工具，並將其應用於國中自然科教學中，研究目的為探討應用擴增實境於自然科教學對學生學習成效和學習動機之影響，採準實驗研究法，研究對象為49位國中學生，在實驗前後以「國中電磁學學習成效測驗」和「ARCS動機量表」作為評量工具，結果顯示應用擴增實境於教學相較於傳統教學能夠幫助學生提升學習動機的注意面向，但在學習成效方面沒有提升的效果。

關鍵字

電磁學 ； 學習成效 ； 學習動機 ； 擴增實境

並列摘要

As mobile devices and the internet are common nowadays, and mobile communication technology and image analysis technology are developing, augmented reality (AR) is rapidly evolving and gradually being widely used in many fields. The study used AR application as a new type of multimedia teaching tool in science instruction. The purpose of the study aimed to investigate the influence of using AR into science instruction for students' learning motivation and academic achievement. The experiment adopted a pretest-posttest design on 49 ninth grade students. Before and after the experiment, the Electromagnetism achievement test and ARCS motivation questionnaire were used as evaluation tools. The result showed that using AR on science instruction can improve students' learning motivation compared with traditional instruction. In particular, there is a significant difference in improving the attention of learning motivation. However, there is no improvement effect and no significant difference in academic achievement between using AR and traditional science instruction.

並列關鍵字

electromagnetism ； academic achievement ； learning motivation ； augmented reality

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