國小數學科互動式體積AR輔助學習軟體應用之探討

To Investigate the Effects of Applying the Interactive Volume AR Assisted Learning Software in Elementary Mathematics Learning

黃秋霞(Chiu-Hsia Huang) ； 楊志強(Chih-Chiang Yang)

《特殊教育發展期刊》 70期 (2020/12) Pp. 17-34

https://doi.org/10.7034/DSE.202012_(70).0002

摘要

因應2019年教育部108新課綱的輔助科技融入生活應用與實踐理念，國小階段中年級的體積數學概念較難理解，本研究旨在研發「互動式AR體積輔助學習裝置軟體」，並運用該軟體以解決現場師生在體積概念的教與學問題，以提升學習使用者對體積概念的學習興趣、改善學習動機與提高學習成效。為了驗證本研究已研發的「互動式體積AR輔助學習裝置軟體」的應用情形，提供給職前師資生和國小參與者操作AR輔助軟體以體驗學習體積概念；最後再以填答問卷調查方式，檢視職前師資生與國小參與者使用AR輔助學習裝置軟體的實用性、操作性與攜帶性的功能應用情形為何。本研究的「互動式體積AR輔助學習裝置軟體」，由8人組成跨專業研究團隊，2位大學教授、2位資源班教師、2位普通班教師、以及2位程式設計工程師，長達二年研發「互動式體積AR輔助學習裝置」；並已取得經濟部新型專利智慧財產權的審核認證通過。本研究參與者的問卷調查資料處理採用描述性統計分析，進行128位職前師資生與國小參與者使用「互動式體積AR輔助學習裝置軟體」與填答其功能應用的問卷調查表，分析45位職前師資生與83位國小參與者對該套軟體的功能使用滿意度包括：實用性、操作性與攜帶性等向度。綜而言之，本研究結果分析顯示，大多數研究參與者對「互動式體積AR輔助學習裝置軟體」的內容編製與使用功能的實用性、操作性與攜帶性等功能使用的滿意度，皆表示非常同意與同意，也認為本套AR輔助學習裝置軟體呈現3D動態影像，不僅能提升對體積概念的學習興趣，也能改善學習動機和提高學習成效。整體而言，本套AR輔助學習裝置軟體對於國小參與者、職前師資生及現場教師的教與學體積皆受益良多。

關鍵字

互動式體積AR輔助學習軟體 ； 數學

並列摘要

The investigation aimed to execute the practical concept integrated with AR technology assisted into teaching and learning based on 12-Year-Basic-Education-Curricula implementations of Ministry of Education in August 2019. In addition, this investigation aimed not only to design the Interactive Volume AR Assisted Learning Software(hereafter IVARALS) but also to investigate the effects of applying the IVARALS in elementary mathematics learning. Moreover, it aimed to investigate the satisfaction of each participant implemented the IVARALS including the application condition, the practical function, the operational ease, and the carrying convenience. There were totally 128 participants, including 45 preservice teachers and 83 elementary schoolers; 8 experts across multiple majoring specialists, including 2 professors, 2 general education teachers, 2 resource teachers, and 2 program designed engineers, who participated the development of the IVARALS which was approved with the utility model patent bythe Intellectual Property Office (MOEA) in Taiwan. Collecting the data was by the questionnaire survey for each individual participant; analyzing the collected data was by the descriptive statistics analyses. Overall, the majority of 128 participants strongly agreed or agreed with the IVARALS that was a very useful tool not only it uplifted their learning motivation but also it acquired their learning attention. Moreover, the IVARALS demonstrated the 3D dimensions that not only increased the participants' interests but also promoted their learning attention and learning effects. The results indicated that the IVARALS can benefit both students' learning and teachers' pedagogies.

並列關鍵字

Interactive Volume AR Assisted Learning Software ； mathematics

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