數位繪本或擴增實境融入國文教學對學習之影響：以科技大學資訊與非資訊學院學生為例

The Effects of Digital Picture Books or Augmented Reality Integrated Into Chinese Teaching on Learning Motivation, Cognitive Load and Learning Outcomes: An Example of Information and Non-Information Students in a Technology University

錢昭萍(Chao-Ping Chien) ； 梁麗珍(Li-Jeng Liang) ； 黃國豪(Gwo-Haur Hwang) ； 黃恆霖(Heng-Lin Huang)

《數位學習科技期刊》 9卷1期 (2017/01) Pp. 1-32

https://doi.org/10.3966/2071260X2017010901001

摘要

本研究以前後測設計的準實驗法，檢視數位繪本或擴增實境融入國文教學，對不同學習領域的科技大學生之學習動機、認知負荷與學習成效的影響。實驗對象為臺灣中部某科技大學資訊與非資訊學院各兩班大一國文課的學生，研究者以自製的數位繪本為教具，讓學生們學習四篇六朝志怪小說，以提升其上課的情境興趣；並隨機將擴增實境融入不同領域各一班課程。課程前後，讓學生們各填寫一份問卷與測驗，而得到194份有效樣本。以雙因子共變數與變異數分析資料之結果顯示：一、學習動機：資訊學院學生以數位繪本高於擴增實境教學，非資訊學院學生以擴增實境高於數位繪本教學；擴增實境教學以非資訊學院明顯高於資訊學院的學生，數位繪本教學則資訊學院與非資訊學院學生無顯著差異。二、認知負荷：資訊學院明顯重於非資訊學院的學生，擴增實境明顯重於數位繪本教學。三、學習成效：非資訊學院優於資訊學院的學生，數位繪本優於擴增實境教學。由於資訊學院擴增實境教學的學生整體學習表現皆不理想，故探討高科技應用於教學的功能性、適性性與實質效益，當是改進教學的另一思考方向。

關鍵字

科技大學生 ； 認知負荷 ； 學習成效 ； 學習動機 ； 擴增實境

並列摘要

A quasi-experiment is used in this study with a pretest-posttest design. We intend to investigate the effects of augmented reality integrated into Chinese teaching on learning motivation, cognitive load and learning outcomes of technology university students. The experimental subjects are four classes of freshmen whose majors are information and non-information in a technology university in the middle of Taiwan. They learn five chapters of mysterious stories in six dynasties with digital picture books. Both groups are randomly offered augmented reality once. The subjects need to fill out a questionnaire and take a test before and after learning. There are total 194 effective samples obtained in the experiment. The collected data were analyzed by double covariance (ANCOVA) and variance. The results show that 1). Learning motivation: Digital picture books improved subjects from information major are better than augmented reality; on the other hand, the augmented reality improves subjects of non-information major better than digital picture books. Furthermore, augmented reality improves the learning motivation of subjects of non-information major better than that of subjects of information major. Digital picture books show no significant difference in either of the two groups. 2). Cognitive load: The subjects of information major have higher cognitive load than the subjects of non-information major. The effects of cognitive load of augmented reality are higher than digital picture books. 3). Learning outcomes: The subjects of non-information major show better performance than those of information major. Digital picture books are better teaching aids than augmented reality. The overall performance of the information students on augmented reality is unfavorable. The study finds that high-tech application to teaching should be taken into consideration by its functionality, adaptability, and tangible benefits.

並列關鍵字

technology university students ； cognitive load ； learning outcomes ； learning motivation ； augmented reality

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