擴增實境應用於國小三年級直笛教學之成效

近年來隨著數位科技的普及，擴增實境(Augmented Reality, 簡稱AR)技術也廣泛被應用在教育上。本研究旨擴增實境應用於直笛教學對國小三年級學童在直笛學習成效，以探討學生使用數位媒材之直笛學習態度與學習成效。以臺中市某國小三年級兩個班級學生為研究對象，合計51人，本研究使用研究者自製之動態直笛樂譜，採真實驗研究法，實驗組以載具使用「HP Reveal」App，對照組為「學習吧」平台。實施五週五節課，課程實施自108年5月至108年6月止。重要發現結果如下：一、數位學習融入直笛教學在學生音樂學習態度上，多持正向積極之態度。二、數位學習軟體及數位學習平台融入直笛教學皆能提升學生音樂學習成就。三、擴增實境有別於線上數位教材，能瞬間吸引學生目光，並激發興趣。四、擴增實境於動態樂譜能幫助學習落後的學生明顯提升程度，且實驗組對擴增實境接受度高、進步較多。五、應用科技載具於教學中，能提升學習者的學習動機，而女生的學習動機相較於男生高，且女生的直笛學習態度亦高於男生。研究者提出相關建議：一、對音樂教師：教學者應依學生的差異程度，調整動態直笛樂譜的速度；亦應衡量教學場域是否有足夠的行動載具，並留意其正確使用與保管。二、對未來研究：數位教學課程設計，可將實驗的週次、節數延長，讓直笛教學有更充裕的時間做更多元、符合學生個別需求的課程調整。三、對教育單位：直笛教學應如同歌唱教學有數位教材輔助，讓學生能以多媒體動畫引導樂曲的學習。

關鍵字

直笛教學；動態直笛樂譜；數位學習；擴增實境

並列摘要

In recent years, with the popularization of digital technology, Augmented Reality (AR) has been widely used in education. This study integrated AR into recorder instruction among third graders to explore their learning attitudes and outcomes via digital media. Participants were 51 third graders from two classes in an elementary school in Taichung City. The dynamic recorder sheets created by the researcher were used in this study. This study employed the true experiment research method. While the HP Reveal App was used among the experimental group, the LearnMod was used among the control group. This study lasted for five classes for five weeks from May to June 2018. The major findings of this study are as follows: 1. Learners held positive attitude toward the integration of E-learning into recorder instruction. 2. The integration of E-learning App and platforms into recorder instruction enhanced learners’ musical learning achievement. 3. Different from other E-learning materials, learners were attracted and motivated by AR. 4. Dynamic recorder sheets used via AR helped slow learners improved their musical learning significantly. The experimental group held more positive attitude toward Apps and their musical performance was improved. 5. The integration of Apps into instruction motivated learners to learn music. Compared to male learners, female learners had higher attitude and motivation toward learning recorder. This study also made three recommendations: 1. For music teachers, they should adjust the speed of the dynamic recorder sheets based on learners’ different levels. The amount of mobile device in the teaching settings should be taken into consideration for recorder instruction. Teachers should be aware of the proper use and safekeeping of mobile devices. 2. For future study, the E-learning courses can be extended for more weeks and lessons. Therefore, the recorder instruction can be more flexible to meet learners’ individual needs. 3. For education institutions, the recorder instruction should be facilitated by digital e-books similar to the singing instruction, so learners can be guided by the multimedia animations.