從知覺玩興探討擴充實境導入國小藝術與人文學習領域之成效

Effectiveness Analysis of Integrating Augmented Reality into Learning Domain of Arts and Humanities: A Perspective of User Playfulness

林信志(Hsin-Chih Lin) ； 湯凱雯(Kai-Wen Tang) ； 彭郁雅(Yu-Ya Peng)

《數位學習科技期刊》 3卷3期 (2011/07) Pp. 39-56

摘要

本研究以擴充實境（Augmented Reality, AR）建置一套國小藝術與人文學習領域中，關於聖誕節的數位教材，並利用虛擬物件呈現、高度互動性、簡易重製、可攜帶性、低成本等優勢，提供該領域教師新的教學模式，也提升學生學習興趣與吸收程度；此外，本研究以科技接受模式（technology acceptance model）探討AR導入藝術與人文學習領域之成效。研究結果顯示：「知覺玩興」是影響使用者行為相當重要的因素；使用者對於學習操作AR教具是感到輕鬆容易的，且對AR教具也保持著一定的專注度與好奇感，但須改善模型流暢呈現之問題，才能降低使用者的挫折感；對於初次接觸AR教具的使用者必須提供協助，使其了解AR技術對自我學習的影響及本身對AR技術的需求。

關鍵字

知覺玩興 ； 科技接受模式 ； 資訊融入教學 ； 擴充實境

並列摘要

In this study, we adopt augmented reality (AR) to perform a teaching experiment for the learning domain of arts and humanities. Our AR material deals with the Christmas holiday and the participants are fourth-grade students in an elementary school. Afterward Technology Acceptance Model is applied to analyze the effectiveness of integrating AR into the experiment. Especially we emphasize the analysis from the perspective of user playfulness. The result of this study is as follows: Most students agree that AR is attractive and easy to use. The playfulness is a dominant for students to accept AR-integrated learning. The adaptation of AR has significantly improved the learning performance of students. To avoid being frustrated in using AR, the students should realize pros and cons of AR-integrated learning and their cognitive needs in advance. Also, the problem of superimposing 3D models smoothly on the video should be tackled.

並列關鍵字

perceived playfulness ； technology acceptance model ； IT-integrated instruction ； augmented reality

參考文獻

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