- 期刊
探討擴增實境融入圖書館導覽學習系統對大學生學習成效之影響
Exploring the Impact of Augmented Reality Into Library Guided Learning Systems on the Learning Effectiveness of University Students in Library Navigation and Learning Activities
摘要
圖書館在教育環境中扮演著重要的角色，提供豐富的圖書資源和學術活動以滿足使用者的自主學習需求。然而，傳統圖書館服務無法滿足現代學習者的需求，因此引入科技輔助成為必要之舉。行動科技技術在教育領域的廣泛應用已證明對提升學習成果的有效性，並有許多研究證實行動科技在非正式學習環境中，能夠產生提高學生興趣和學習成效的效果。此外，擴增實境（augmented reality, AR）技術的應用為教學帶來新的可能性，能夠結合真實環境和虛擬資訊，減少視覺干擾，提高注意力和專注度。因此，本研究旨在開發一套基於AR互動技術的行動式圖書館導覽學習系統，以提升大學生對圖書館資源的利用效率。本研究邀請41位修程式設計課程之大學生參與單組試驗研究。實驗開始前，大學生需先完成圖書館知識測驗，以利於後續測驗進行比較。完成導覽和學習活動後，大學生再次完成圖書館知識測驗、科技接受度和認知負荷問卷，用以評估學生在圖書館導覽學習活動的學習成效方面的變化，瞭解對科技接受度和認知負荷兩方面的反應。本研究結果顯示行動式圖書館導覽學習系統對於支持大學生瞭解圖書資源，具有極佳的學習成效，並對科技接受度的易用性和有用性產生正面影響。此外，亦證實應用AR技術進行圖書館導覽學習活動，並未增加學生的認知負荷。
並列摘要
Libraries play a pivotal role in the educational landscape, providing extensive resources and academic activities to meet the self-directed learning needs of users. However, traditional library services are no longer sufficient to meet the needs of contemporary learners, who require integrated technological aids. The widespread adoption of mobile technology in education has been demonstrated to be effective in enhancing learning outcomes, with numerous studies having showcased its positive influence on student engagement and learning effectiveness in informal learning contexts. Augmented reality (AR) technology has provided new instructional opportunities because it seamlessly merges real-world environments with virtual information. This minimizes visual distractions and enhances attention and focus. Hence, the present study aimed to develop an AR-based library navigation and learning (ARLNLS) system to optimize the utilization of library resources among university students. In this research, 41 university students enrolled in a programming course participated in a one-time study. Prior to the experiment, each participant completed a library knowledge assessment, the results of which were subsequently used to evaluate learning outcomes. After participating in library navigation and learning activities, the participants completed a series of post assessments. These assessments included library knowledge assessments, technology acceptance questionnaires, and cognitive load questionnaires. These measures were used to identify differences in learning effectiveness related to both library navigation and learning activities. Furthermore, these assessments were used to determine the participants' perspectives regarding technology acceptance and cognitive load. The findings indicate that the developed system (ARLNLS) yielded superior learning outcomes with respect to students' comprehension of library resources. It also positively influenced both the usability and usefulness dimensions of technology acceptance. Notably, the use of AR technology in library navigation and learning activities did not lead to an increase in cognitive load.