以擴增實境教學輔助探討不同學習風格學生之學習表現

因應數位科技時代的來臨，擴增實境應用於教育領域之狀況越來越普遍，但科技的型態多變，常有教學者對五花八門的各種擴增實境感到無所適從。本研究以二因子變異數分析，以擴增實境在國小藝術與人文課程作為教學輔助的角度來針對三個面向來做探討，分別為從學習動機、認知負荷以及工作負荷來檢視不同學習風格的學生與其學習表現有無相關性。實驗過程以VARK學習風格問卷來區別學生的學習風格，接著透過Google Arts Culture APP所提供之擴增實境來輔助教學，結束後再利用ARCS學習動機量表、認知負荷以及工作負荷量表來進行學習表現之量測。結果發現，從學習風格的角度切入可以發現以閱讀型的學生在學習動機之相關與信心上的表現沒有來得這麼優異，當教學者使用擴增實境相關教具時，須多補足其他的教具協助較弱勢的學生來進行學習。而從擴增實境之概念模式來檢視則可以發現以觀察式的擴增實境乘載資訊量最高，對需要高專心學習的科目更加有幫助。

關鍵字

擴增實境；學習風格；學習動機；認知負荷

並列摘要

With new technological advances, augmented reality has gained popularity. However, the types of technologies are changeable, and there are often teachers who feel at a loss for various types of augmented reality. This study uses the two-way analysis of variance (ANOVA) and uses augmented reality as a teaching aid in elementary school art and humanities courses. From the three aspects of learning motivation, cognitive load, and workload, the paper examines whether different learning performance is related to students' VARK learning style. During the experiment, start by using the VARK learning style questionnaire to identify how they prefer to learn. Then use the augmented reality assisted teaching provided by Google Art and Culture APP, and finally use the ARCS Learning Motivation Scale, Cognitive Load Scale, and Workload Scale for evaluation. It turns out that from the perspective of learning style, we learn that students with Reading/Writing preferences perform poorly in terms of relevance and confidence. When teachers use the teaching materials of the augmented reality with the art and humanities courses, they must supplement other teaching aids to help disadvantaged students. From the perspective of the conceptual model of augmented reality, it can be seen that the type of observative in augmented reality carries the highest amount of information, which is more helpful for subjects that require high concentration learning.