擴增實境應用於國中美術課程色彩美感學習之研究

A Study of Using Augmented Reality in a Junior High School Art Course for Color Aesthetics Learning

許卉穎(Hsu Hui-Ying)

指導教授 ： 張國恩

國立臺灣師範大學/教育學院/資訊教育研究所/碩士(2023年)

https://doi.org/10.6345/NTNU202300169

摘要

色彩在生活中與美感學習環境中扮演著相當重要的角色。本研究主要探討擴增實境應用於國中美術課程色彩美感學習。目前國內的中小學美術課程普遍依照教科書進行講述式教學，較忽略個人特質發展與創造性。
本研究針對初學者建構一套擴增實境與色彩美感學習課程，為激發學生主動學習色彩的動機，使用擴增實境的優勢補足教科書學習資訊不足的缺陷，幫助建構知識表徵的學習。參與者為90名國中七年級學生，採用準實驗研究，探討色彩擴增實境系統組 (實驗組) 與紙本教材組 (控制組) 在不同學習方式對色彩課程之學習成效、學習動機與色彩美感的表現，以及調查教學意見回饋、實驗組之系統滿意度、系統學習歷程，以作為後續系統精進之參考。
研究結果顯示，實驗組與控制組學生在學習成效並無達顯著差異。另一方面，實驗組學生在學習動機的各個面向均有顯著優於控制組。實驗組與控制組學生在色彩美感表現並無達顯著差異。此外，擴增實境應用於國中美術課程色彩美感學習有助於提升學習動機，足以持續發展學習成就與色彩美感的研究方向。

關鍵字

擴增實境 ； 色彩學 ； 色彩美感 ； 色彩學習

並列摘要

Color plays a very important role in life and aesthetic learning environment. This study mainly explores using augmented reality in a junior high school art course for color aesthetics learning. At present, art course in junior high school and elementary school in Taiwan are generally taught according to textbooks, ignoring the development of personal characteristics and creativity.
This study constructs a set of augmented reality and color aesthetics learning course for beginners. In order to stimulate students' motivation to actively learn colors, the advantages of augmented reality are used to make up for the lack of textbook learning information, and to help the learning of knowledge representation. The participants were 90 seventh grade students of junior high school. Using quasi-experimental research, we explored the learning effect, learning motivation and the performance of color aesthetics, as well as the survey teaching feedback, the system satisfaction of the experimental group, and the system learning process are used as a reference for subsequent system refinement.
The results of the study showed that there was no significant difference in learning effect between the experimental group and the control group. On the other hand, students in the experimental group were significantly better than those in the control group in all aspects of learning motivation. There was no significant difference in color aesthetic performance between the experimental group and the control group. In addition, using augmented reality in a junior high school art course for color aesthetics learning can help improve learning motivation, which is enough to continue to develop the research direction of learning achievement and color aesthetics.

並列關鍵字

augmented reality ； color science ； color aesthetics ； color learning

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