基於遊戲式學習結合虛擬實境提升學生學習河川生態成效之研究

Integrating Augmented Reality Technology and Game-based Learning Model to Improve Effectiveness of Learning River Ecosystem

楊明杰(Ming-Jie Yang) ； 郭威霆(Wei-Ting Guo) ； 吳向茵(Xiang-Yin Wu) ； 賴盈勳(Ying-Hsun Lai) ； 陳世曄(Shih-Yeh Chen)

《工程、技術與科技教育學術研討會》 第九屆 (2020/06) Pp. 167-174

https://doi.org/10.6571/SCETE.202006.0017

摘要

本研究主要旨在探討以擴增實境為基礎，結合遊戲式數位學習，對於提升學生的學習動機以及學習成效的有效性。本模式提出運用擴增實境的真實性、即時互動性以及沉浸性，增加學生對於視覺與空間概念方面的刺激，進一步利用遊戲的方式，利用擴增實境的高互動性、高沉浸性及高真實性的特點，使學習動機提升，增加學生對於學習的興趣和動機。採用準實驗研究法配合ARCS動機量表，透過前測、後測以及學習動機與成效問卷量表，對台東縣某國小六年級47位學童進行使用與測量，其中對照組24人，使用傳統資訊融入教學，而實驗組23人，在教學上我們則額外選用了擴增實境的應用程式WWF Free Rivers於課堂當中。根據實驗的結果指出，實驗組在利用擴增實境結合遊戲式數位學習的模式下，與單純接受傳數位學習的對照組相比，實驗組在學習後提高了對於學習的動機與意願，同時在學習成效方面亦有顯著的提升。

關鍵字

擴增實境 ； 數位遊戲式學習 ； ARCS動機模式

並列摘要

The purpose of this study is to explore the effectiveness of augmented reality and game-based digital learning to improve students' motivation and effectiveness. This study proposes to use the reality, real-time interaction, and immersion of augmented reality to increase students' stimulus to visual and spatial concepts. It further uses games to take advantage of the high interaction, high immersion, and The characteristics of high authenticity promote learning motivation and increase students' interest and motivation in learning. The quasi-experimental research method was used in conjunction with the ARCS Motivation Scale. Through the pre-test, post-test, learning motivation and effectiveness questionnaires to measure the use of 47 students in the sixth grade of Elementary School in Taitung County. Which 24 were in the control group, using traditional information technology integration into the teaching, and the experimental group of 23 people, in teaching we have additionally selected the augmented reality application WWF Free Rivers in the classroom. According to the results of the experiment, it was pointed out that in the experimental group, using the mode of augmented reality combined with game-based digital learning, compared with the control group that simply received digital learning, the experimental group improved their motivation and willingness to learn after learning. There has also been a significant improvement in learning effectiveness.

並列關鍵字

Augmented Reality ； Digital Game-based Learning ； ARCS Motivation Model