基於標記式擴增實境虛擬實驗之設計與驗證-以國小五年級自然科為例

在國小教育階段，自然科學是以主體經驗為主，透過實驗活動的經驗與具體的實驗操作，能讓學生了解課本上所要傳達的知識，且觀察實驗的過程可以激發學生的好奇心，進而培養學生的學習興趣。在自然科學課程中，化學是相當重要的領域，且化學實驗能夠幫助學生更快速的理解抽象概念。然而，在化學實驗過程中的安全性是需要被重視的，如果因為安全性的考量，而減少化學實驗的次數，可能會直接影響學生的學習動機及學習成效。此外，近年來各國環保意識抬頭，環保的概念已越來越受到重視。實驗過程中有許多材料是無法重複使用的，可能會導致過多不必要的浪費。本論文根據國小五年級自然課程，提出了一種虛擬化學實驗室，其經由虛擬實驗應用程式結合實體教材所設計，並可分為兩部份：應用程式與實體教材。應用程式部分是依據選擇的實驗器材卡牌搭配擴增實境技術產生虛擬實驗室環境；實體教材部分包含實驗單元中所需要使用到的虛擬器材，每項都會有其相對應的卡牌，提供學習者來挑選進行特定的實驗操作。藉此讓學生透過虛擬實驗的環境來達到實驗教學所期望的學習成效並減少實驗材料的浪費。本論文採用準實驗設計法及問卷調查法來評估學習成效與學習動機，並以81名國小五年級學生及8名國小教師為實驗對象進行調查。實驗結果發現，實驗組與控制組在學習成效達到顯著差異，顯示擴增實境應用於教學中確實有助於提升學生的學習成效與學習動機。此外，教師的問卷調查結果顯示本文所提出的虛擬化學實驗室能有效地輔助教師於課堂上的教學。

關鍵字

虛擬化學實驗室；學習動機；學習成效

並列摘要

In elementary school education, natural science is based on subjective experience. Through the experience of experimental activities and specific experimental operations, students can understand the knowledge to be conveyed in the textbook, and the process of observing the experiment can stimulate students’ curiosity and cultivate students' interest in learning. In natural science courses, chemistry is a very important field, and chemical experiments can help students understand abstract concepts more quickly. However, safety in the process of chemical experiments needs to be taken seriously. If the number of chemical experiments is reduced due to safety considerations, it may directly affect students’ learning motivation and learning effectiveness. In addition, in recent years, the environmental awareness of various countries has risen, and the concept of environmental protection has been paid more and more attention. During the experiment, there are many materials that cannot be reused, which may cause excessive unnecessary waste. According to the nature curriculum of the fifth grade in elementary school, this thesis proposes a virtual chemistry laboratory. The proposed method can be divided into two parts: application program and physical teaching material. The former part generates a virtual laboratory environment based on the selected experimental equipment card with AR technology; the later part includes equipment tools required by the experimental unit, each tool has a corresponding card for learners to choose and perform specific experimental operations. This allows students to achieve the desired learning effect of experimental teaching through the virtual laboratory environment. This study uses quasi-experimental design method and questionnaire survey method to evaluate learning effectiveness and learning motivation, and surveys with 81 fifth-grade students and 8 elementary school teachers as the experimental subjects. Experimental results show that the experimental group and the control group achieved a significant difference in learning effectiveness, implying that the proposed AR chemistry teaching aid really helps to improve the learning effectiveness and motivation of students. In addition, the teachers’ questionnaire survey results show that the proposed virtual chemistry laboratory can effectively assist teachers in the classroom teaching.

並列關鍵字

Virtual Chemistry Laboratory ； Learning Motivation ； Learning Effectiveness

參考文獻

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基於標記式擴增實境虛擬實驗之設計與驗證-以國小五年級自然科為例

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