擴增實境漢字鍵接圖與筆順對華語為第二語言學習者其漢字學習之影響

['本研究針對華語為第二語言（Chinese as a second language, CSL）初學者使用擴增實境（Augmented reality, AR）輔助學習工具、漢字鍵接圖（Key-image pictures）與筆順動畫學習漢字，並探討CSL學習者的漢字學習成效、延宕記憶成效與認知負荷的影響。本研究受試者透過網路訊息及張貼公告，招募在臺灣母語非中文在臺灣之外籍自願者參與研究。研究所用教材為陳學志、林振興所編製的《我也繪漢字》學習書籍，並從中挑選30個目標漢字、鍵接圖與筆順動畫作為實驗教材，且分成三個實驗組別：紙本教材組、擴增實境鍵接圖動畫組、擴增實境筆順動畫組。依據擴增實境技術所開發的工具特性，輔助初學者學習漢字。透過漢字學習前測與後測的測量、以及認知負荷量表與延宕記憶測驗，了解擴增實境與本教材應用的可行性，並探討CSL學習者的學習影響。研究結果顯示，三組的學習成效與延宕記憶保留沒有顯著差異，但在學習進步程度上有正向的影響；認知負荷的部份，擴增實境鍵接圖動畫組比其它兩組要低，次之為紙本教材組。']

關鍵字

擴增實境；鍵接圖；認知負荷；華語為第二語言學習者；漢字學習

並列摘要

['This study aims at exploring the usage of Augmented Reality study aids, Chinese bonded image（Key-image pictures）with stroke animation for learning Chinese characters. We attempt to explore different aspects, such as: the effectiveness of learning Chinese characters, delays and memory performance and cognitive load. The study subjects are Chinese as a second language (CSL) beginners. All of them are foreigner, non-native Chinese speakers who lives in Taiwan, and participated this study voluntarily. We recruited them on the Internet and with post announcements at language learning centers. The study material used in this study comes from the textbook “Wo ye hui han zi” (I can paint Chinese characters, too) written by Hsueh-Chih Chen, Zhen-Xing Lin. We choose about 30 target characters with Key-image pictures and stroke animation. We divided study groups into three: group with hardcopy printed textbooks, group only with AR Stroke animation, and group with AR bonded Key-image pictures animation. The data are collected by pretest and posttest before learning Chinese characters with each group, as well as delayed memory and cognitive load scale test, to understand if AR and feasibility textbook applications will help learners to learn Chinese characters. The results showed that the three groups of learning outcomes and delayed memory are no significant differences, but there is a positive impact on the degree of learning progress; cognitive load part, augmented reality Key-image pictures animation group lower than the other two groups, followed by a group of printed textbooks.']