擴增實境結合行動裝置之應用程式研究與創作-以兒童多媒體學習為例

Augmented Reality of Android Application-An Example of Children’s Dual-Code Learning

唐聖傑(Sheng-Chieh Tang)

指導教授 ： 李來春

國立臺北科技大學/設計學院/互動媒體設計研究所/碩士(2012年)

摘要

全球教育體制逐漸開始融合E化的概念，固有的教學型態已經邁入逐漸轉型的時代。在過去研究中發現，由於教學環境與特性的不同，造成一直無法準確的整合出一套應用於數位教學中的數位操作學習平台。在近代多媒體學習理論中，研究學者也發現近代學者認為多媒體學習，對於兒童在學習困難與複雜的知識方面是有阻礙的，主要是因為兒童的認知與人格特質的不同，所以必須針對兒童的認知去設計學習內容，研究學者發現兒童在傳統教學上存在的問題，由於在教學上平面的圖片有時不能讓兒童明白實際的事件、場景及環境，造成學習上的困難，尤其是自然科學方面的實驗往往因為安全性、以及教材準備不易等原因，造成自然科學實驗課程中，只能透過老師講解圖片和文字的口述方式教學，造成兒童體驗降低。
近年來行動裝置已經逐漸佔據了人們生活的重心，直覺化的操作與數位內容得特性，使得兒童在學習興趣方面有所提升。在遊戲開發初期與專家討論結果，決定將遊戲內容結合可操作組合的樂高積木為創作元素，藉此提升兒童創造力與想像力，並利用擴增實境(Augmented Reality, AR)的多媒體回饋情境提升兒童學習體驗。綜合以上評估本研究利用行動裝置結合QCAR無標記辨識技術與樂高積木創作《AR Toy Brick》遊戲，嘗試提升並改善兒童在傳統學習方面，並改善兒童只能憑空想像實驗的學習體驗，遊戲中除了可愛活潑的設計風格，更融合動物生態、水的三態、以及重力等自然科學知識。透過真實的3D互動式實境，讓兒童達到學習的真實體驗，研究者於實驗中讓兒童操作樂高積木、平板電腦、擴增實境等實驗器材，觀察訪談兒童和專家的操作情況。最後將所觀察的問題修正完畢後，於校外公開展覽。

關鍵字

擴增實境 ； QCAR ； 行動裝置 ； 多媒體學習 ； 互動媒體設計 ； 樂高積木

並列摘要

As educational systems in the world are gradually integrating with the concept of E-learning, traditional teaching styles have been at the turn of age for transformation. According to previous researches, due to difference between teaching environment and characteristics, a digital learning platform which can be applied to digital teaching has not been correctly integrated. For recent multimedia learning theories, researchers found that recent researchers believed multimedia learning may hinder children’s learning and learning of complicated knowledge, mainly because children’s cognition and personality traits are different from each other. Children’s cognition should be taken to consideration when we design the learning contents. Researchers found some problems existing in traditional teaching for children that plane figures may fail to make children comprehend actual events, scenes, and scenarios, which make learning difficult. Especially for natural science, teachers used to deliver narrative teaching through diagram explaining for the sake of safety and difficulty in preparation for teaching materials, leading to lower comprehension in children.
Android pad is becoming central to human life due to its characteristics of instinctive operation mode and digital contents, which enhances children’s learning interest. At the initial stage of development of the game, a discussion with the specialists came to a conclusion that a creative element can be formed by integrating the content of the game and Lego bricks which could be operated and assembled, in order to enhance children’s creativity and imagination. Multimedia feedback context of augmented reality was also employed to promote children’s learning appreciation and understanding. In summary of the above assessment, this research integrated Qualcomn Augmented Reality (QCAR) and Lego bricks to create the game “AR Toy Brick” through Android pad, in order to enhance and improve traditional learning and learning experience obtained through imagined experiment. In addition to lovely design style, this game further integrates knowledge of natural science such as animal ecology, three phases of water, gravity, and so on. It allows children to obtain real experience through learning. The researcher had the children to operate experimental tools such as Lego bricks, tablet PC, and augmented reality in subsequent experiment in order to observe specialist’s interviews with children and their operation of the game. The problems were solved. And the game was subject to extramural public exhibition.

並列關鍵字

Qualcomm ； Augmented Reality ； Mobile Device ； Dual-Code Learning ； LEGO ； Interactive Media Design

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