- 學位論文
應用實體使用者介面於擴增實境之體驗學習－以火災求生教育為例
Incorporating Tangible User Interface to Design Augmented Reality –Based on Experiential Learning Environment for Disaster Precautions Education
摘要
隨著工業的發展與過度的開發，防災教育已經是不可忽視的議題，而本研究則以家庭火場求生教學為主。在過去曾有學者使用擴增實境進行防災教育的成功案例，此外還有擴增實境結合體驗式之學習策略能輔助學生學習的研究，故為了提升學習成效、臨場感與真實感，本研究整合實體使用者介面，以及擴增實境體驗式學習之概念，來輔助學生學習。 故此，本研究以Android行動裝置作為系統平台，並使用Unity3D開發一套適用於大專院校之家庭火場求生的教材。本研究中的實驗對象以中部某大專院校資管系的170位學生為主，其中的86位學生為使用實體使用者介面體驗式擴增實境學習的實驗組；而剩下的84位則為透過體驗式擴增實境學習的控制組。兩組學生皆用行動裝置進行家庭火場求生的知識學習，最後則以前測、後測的成績，以及防災態度、學習動機、認知負荷…等量表，去探討學生的學習成效與感受。 本研究的分析結果發現，雖然實驗組與控制組的學生於學習動機以及防災態度上，無法達到統計的顯著差異，但透過兩種學習方式皆能帶給學生正向的學習動機，並提升學生的防災態度，進而讓學生對其產生興趣而主動求學與討論的態度。而實驗組的學生也因實體物件之物理特性，於實體物件互動後，能將實體物件直接地與知識進行連結，進而輔助學生提升學習成效，更是有效地減緩學生於學習過程的心理負荷，甚至是逐漸影響到學生在日常生活中對於防災的警覺性。
並列摘要
Disaster prevention education has been a critical issue since the industry are over-developed. Many educators were proposed to integrate Experiential-Learning into augmented reality (AR) for the instructions of disaster prevention. In order to enhance learning effectiveness, telepresence and realism, this study developed a learning system that combines Tangible User Interface (TUI) and augmented reality, called TUIAR-based Experiential Learning system, to assist students learning indoor fire prevention. In addition, Unity3D is employed to provide learning materials on android devices. From a university in Taiwan , there are 170 students invited as participants, where 86 and 84 students are experimental and control groups respectively. TUIAR-based and AR-based Experiential Learning system are given for the experimental and the control groups. In order to investigate participants’ learning perception, we use Pre-test and Post-test with the measurements of attitude towards disaster prevention, learning motivation, cognitive load. Although the results revealed that the experimental group is not significantly higher in terms of attitude and learning motivation, both groups all show learning motivations positively and their attitudes are subsequently improved as well. Due to realistic interactions with the real-objects from the system, the experimental group was able to connect the fire knowledge with the real-objects i.e. fire extinguisher directly. Therefore, their learning effectiveness can be improved and cognitive loads are reducing as well.