- 學位論文
概念構圖融入擴增實境的探究式教學之設計－以國小昆蟲課程為例
Incorporating Concept Map to Design Augmented Reality Learning System in Inquiry Teaching for Natural Science Courses
摘要
在過去已有學者證實，擴增實境與探究式學習的結合是有效的學習方式，這種學習方式注重學生新舊知識之間的連結，因此也有學者導入概念構圖幫助學生整合新概念。但是也有一些學者指出概念構圖將會使學習更困難。 因此，本研究將以Android行動裝置作為系統平台，並使用Unity3D結合Vuforia擴增實境套件開發一套國小自然昆蟲課程教材，並融入概念構圖來幫助學生組織與學習，昆蟲相關的教育知識。 本研究對象包含台灣北部兩所國小共 43 位學生，其中 21 位分為實驗組進行概念構圖探究式學習，22 位分為控制組進行普通擴增實境探究式學習，除實驗組提供概念構圖外，兩組皆使用擴增實境裝置並學習「鍬形蟲」與「兜蟲」相關昆蟲知識，並透過前測後側、教材動機量表以及學習行為作為分析與探討。 在研究結果顯示，概念構圖無法影響兩組之間的學習行為結果以及學習動機，但是融入概念構圖的擴增實境探究式學習仍然可以幫助學生減輕學習上的次數提供較佳的學習成效。
並列摘要
In recent years, many researchers indicate that augmented reality (AR) with inquiry-based science education is an effective learning strategy. This learning approach is focused on the link between previous and new knowledge, and therefore researchers also use the concept map strategy to help students integrate concepts. But there are some researchers indicates that the concept maps made learning more difficult. In addition, we use the tools of Vuforia AR SDK and Unity 3D to develop an augmented reality (AR) learning system on the android device in this study. The concept map is applied into augmented reality learning system to assist students to organize and learn the knowledge of insects in the Science education. The participants in this study were third to fifth-grade elementary school students in Northern Taiwan. The experimental group comprised 22 students who used AR interactive concept map learning system, and the control group comprised 21 students who used traditional AR learning system, both of these two groups also accept the inquiry based learning to learn insects courses about stag beetles and rhinoceros beetle. Although the results in this study revealed that the students who used AR interactive concept map learning system was not significantly higher than students who used traditional AR learning system in both inquiry based learning behaviors and learning motivation, but the concept can reduce the study load and enhance learning effect in experimental group.