遊戲式擴增實境導覽系統支援創客空間利用教育之研究

近年來創客空間(Makerspace)被視為充實創意思維的重要場域，然而，創客空間設備的多元應用性，可能會使圖書館面臨館員人力不足且無法完整介紹的狀況。因此，若能將基本的創客空間導覽教學活動數位化，將可能有效節省圖書館教學人力，同時提升使用者的使用意願。本研究設計「遊戲式AR導覽系統」輔助學習者進行創客空間利用教育，透過結合遊戲式教學模式與AR工具輔助學習，進而促進學習者的學習動機及沉浸經驗，提升創客空間利用教育的學習成效。此外，亦蒐集學習者的學習歷程行為進行行為分析，藉此了解學習者在使用「遊戲式AR導覽系統」學習過程中的有效學習模式。本研究採用真實驗研究法，隨機選取參加國立政治大學達賢圖書館創客空間導覽之學生7名以及基隆市某高中之學生17名，合計共24名學生為研究對象，隨機進行不同學習模式的創客空間利用教育。其中10名學生分派為使用「遊戲式AR導覽系統」的遊戲組，另外7名學生分派為使用「網頁導覽系統」的網頁組，其餘7名學生則分派為「講述式館員導覽」的導覽組，以探討三組學習者在學習成效及學習動機上是否具有有顯著的差異，並探討遊戲組及網頁組學習者在沉浸經驗上是否有顯著的差異。另外，也以先備知識能力為背景變項，探討不同背景之三組學習者的學習成效、學習動機，以及沉浸經驗是否具有顯著的差異。此外，透過訪談資料探討三組學習者的學習行為模式。最後，根據學習歷程數據分析，探討高低不同學習成效的學習者以及學習者挑戰不同任務時運用「遊戲式AR導覽系統」進行創客空間利用教育時，是否具有不同的操作行為模式。研究結果發現，使用「遊戲式AR導覽系統」進行創客空間利用教育的整體學習者，以及高低不同先備知識學習者的學習成效皆顯著優於使用「網頁導覽系統」的學習者。在學習動機方面，使用「遊戲式AR導覽系統」進行創客空間利用教育的整體學習者，以及低先備知識學習者的學習動機價值與期望面向皆顯著優於使用「網頁導覽系統」的學習者。在沉浸經驗方面，「遊戲式AR導覽系統」進行創客空間利用教育的整體學習者，以及高先備知識學習者的沉浸經驗投入向度皆顯著優於「網頁導覽系統」的學習者，但學習動機及沉浸經驗總分上則沒有達到統計上的顯著差異。此外，從行為分析結果來看，使用「遊戲式AR導覽系統」的高學習成效者更能夠透過吸收學習內容與線索後，再經過推理找出答案；而低學習成效者則更常依靠運氣及嘗試次數來完成學習任務。而學習者挑戰到任務序三跟四時比起挑戰任務序一跟二時，整體學習行為模式更加精簡，對於遊戲的掌握度有明顯提升。最後基於研究結果，本研究提出「遊戲式AR導覽系統」應用於教學場域之教學建議以及系統改善建議，以及未來可以進一步探討的研究方向。整體而言，本研究將遊戲式學習模式結合AR工具發展「遊戲式AR導覽系統」，提供一個適合創客空間特性的創新有效學習工具，對於促進創客空間利用教育的推廣及多元學習模式上具有貢獻。

關鍵字

創客空間；創客空間利用教育；擴增實境；遊戲式學習；另類實境遊戲；行為分析；滯後序列分析；學習成效；學習動機；沉浸經驗

並列摘要

In recent years, makerspace has been regarded as an important learning field for cultivating students’ creative and thinking abilities. However, the diversified applications of makerspace equipment may cause that the librarians who are responsible for makerspace user education cannot burden their working load due to limitation of manpower. Therefore, if the basic makerspace user education can be supported by digital tools in an appropriate way, it will be possible to effectively save librarians’ working load and at the same time increase the willingness of users to use. This research designed a game-based augmented reality navigation system to support makerspace user education. Through the combination of game-based learning method and AR tools to assist makerspace user education, it aims to promote learners’ learning motivation and immersive experience, and enhances the learning performance of makerspace user education. Furthermore, this study also collected learners’ learning behaviors for behavior analysis to understand the effective learning mode of learners using the game-based augmented reality navigation system. With a true experimental research method, 7 students who participated in the makerspace guide of Dah Hsian Seetoo Library of National Chengchi University and 17 students from a high school in Keelung City were randomly selected as the research subjects. These 24 research subjects were randomly assigned with different learning models of makerspace user education. Among them, 10 students were assigned to the game-based learning group using the game-based augmented reality navigation system, the other 7 students were assigned to the web-based learning group using the web navigation system, and the remaining 7 students were assigned to the traditional librarian tour-based learning group using the narrative guided tour with librarian to conduct makerspace user education. An instruction experiment was conducted in order to examine whether the three learning groups’ learners and learners with different prior knowledge levels have significant differences in learning performance and learning motivation, and to examine whether there are significant differences in immersion experience between the game-based learning group and the web-based learning group’s learners, as well as the interview data was used to explore the behavior patterns of the three groups’ learners. Finally, based on the analysis of the learning process data, this study explored whether learners with different operating behavior patterns when using the game-based augmented reality navigation system will lead to having different learning performance and passing different numbers of challenge tasks. Research results show that overall learners, learners with different levels of prior knowledge in the game-based learning group had significantly better learning performance than those of the web-based learning group. Overall learners and learners with low prior knowledge in the game-based learning group had significantly better value component and expectancy components of learning motivation than those of the web-based learning group. In terms of immersive experience, overall learners and learners with high prior knowledge in the game-based learning group had significantly better engagement level of immersive experience than those of the web-based learning group, but not in engrossment level and total immersion level. In addition, from the results of behavioral analysis, learners with high learning performance who use the game-based augmented reality navigation system were more able to find the answer through reasoning after absorbing the learning contents and clues, and those with low learning performance relied more on luck and the number of attempts to complete the learning tasks. Compared the challenge task three with four, the learners’ overall learning behavior model is more streamlined, and the mastery of using the game is significantly improved. Based on the results, several suggestions for the application of game-based augmented reality navigation system to teaching and the future development direction are eventually proposed in this study. Overall speaking, this research combines game-based learning mode and AR tools to develop a game-based augmented reality navigation system. It provides an innovative and effective learning tool that is suitable for the characteristics of the makerspace. It would contribute to the improvement of traditional learning models with librarians’ instruction for innovative makerspace user education.

並列關鍵字

Makerspace ； Makerspace user educatio ； Augmented reality ； Game-based learning ； Alternate reality game ； Learning process analysis ； Lag sequential analysis ； Learning performance ； Learning motivation ； Immersive experience