無所不在學習之系統建置與成效分析－以小學生認識校園植物為例

近年來隨著無線網路大眾化及行動運算科技的進步，手持裝置(如：PDA)效能之提昇，其應用層面廣泛讓無所不在學習(U-Learning)夢想得以實現。本研究以小學生認識校園植物為例，依據校園植物分佈，針對中、高年級設計一套無所不在數位學習系統，提供學童可不需依靠教師解說，即可近距離觀察植物生態及特性。本研究經由第一次實驗後問卷調查得知：中年級對語音需求及系統反應速度滿意度大於高年級。又於第二次實驗中探討不同學習方式是否影響學童之學習成效，於實驗中利用網路學習及無所不在數位學習系統認識校園植物，並比較此兩種不同學習模式之差異。本實驗發現：無所不在學習滿意度較高於網路學習；且經由前、後測之比較得知：無所不在學習成效高於網路學習。

關鍵字

系統建置；校園植物；無所不在學習；網路學習；學習成效

並列摘要

In recent years, owing to the popularity of wireless networks and mobile computing advances in technology, PDA, one of the handheld devices, has been applied extensively and ubiquitous learning has come true. An elementary school was taken as an example, based on the distribution of the school plants which was specially designed to be a ubiquitous digital learning system for the middle and high graders. This ubiquitous digital learning system made school children avoid relying on teachers' explanation and be able to take a close look at and observe the characteristics of plant ecology by themselves. The result of the first experiment on satisfaction questionnaire showed that the middle graders were more satisfied with the voice quality, the system internet access speed, and PDA words size than the high graders. In general, the subjects had a positive view about this design. On the second experiment, the difference between E-Learning and U-Learning was explored, such as learning modes and learning performance. The satisfaction rate survey demonstrated that U-Learning was higher than E-Learning; via pre- and post- test, the learning efficiency on the former is better than the latter.