應用數位教材輔助國小自然科實作課  以電子書與擴增實境為例

本研究旨在探討不同多媒體教材呈現模式對國小學生在自然科課程中的實作能力之學習成效影響，設計電子書及擴增實境作為國小高年級自然學科——電流急急棒實作課程之輔助學習教材，並於實驗後探討學生對教材之使用性及教師對教材之滿意度與教學應用回饋。　　本研究採實驗研究法，將教材融入國小高年級自然科科展社團實作課──製作電流急急棒實體教材之課程中，分為兩學期進行實驗，第一學期為實驗組一，採用電子書教材輔助實作課程進行學習；第二學期為實驗組二，讓學生利用擴增實境教材輔助實作課程進行學習。　　結果顯示，實驗組一之學生與實驗組二之學生，分別在使用電子書教材與擴增實境教材進行學習後，其後測成績均比前測成績有顯著的提升；比較電子書教材與擴增實境教材之後測成績及實驗後之實作成績，其結果為不顯著；而實驗組一與實驗組二之學生對於電子書教材及擴增實境教材的使用，無論在介面與操作性、學習性、適用度或滿意度面向上皆持肯定的態度；教師則認為實驗組一之學生在使用電子書教材進行學習後，電子書線性化的設計使學生較容易綜覽整體組裝流程和結果，能夠建立知識結構和操作流程間的關係，而實驗組二之學生使用擴增實境教材學習，其科技特性能提高學習專注度、動態的擴增標記功能能提高學習一致性，因此電子書教材與擴增實境教材各有其輔助學習之特點。

關鍵字

多媒體教材呈現模式；電子書；擴增實境；自然科實作

並列摘要

The purpose of this study was to explore the effects of different multimedia presentation models on the learning effectiveness of the practical learning ability of primary school students in the natural sci-ences curriculum by designing e-book and augmented reality auxiliary materials for the students. After introducing the experiment, the author discusses the students’ use of the teaching materials, the teach-er’s satisfaction with the teaching material, and the feedback on the teaching application. 　　In this study, the experimental research method was adopted to integrate the teaching materials in-to the curriculum of the primary fifth- and sixth-grade Natural Science Exhibition, that is, the course of making the "Electric Stick Challenge". The study was divided into two semesters for conducting exper-iments. In the first semester, experimental group 1 used an e-book to assist them with their study, and in the second semester, experimental group 2 used the augmented reality teaching materials to assist their learning. 　　The results showed that after the students of experimental group 1 and experimental group 2 stud-ied with the e-book and augmented reality, their post-test scores were significantly higher than those of the pre-test. The results of the two groups using e-books and augmented reality in learning to make the "Electric Stick Challenge" were not significant. The students of experimental group 1 and experimental group 2 had positive attitudes towards the use of the e-book and the augmented reality teaching materi-als, whether in interface and operation, learning, applicability or satisfaction. The teacher felt that after the students of experimental group 1 studied with the e-book, the linear design of the e-book made it easier for them to view the whole assembly process and results, and to establish the relationship be-tween the knowledge structure and the operation flow. The students of experimental group 2 used aug-mented reality to study. It was found that augmented reality’s scientific and technological characteris-tics can improve their learning concentration, and the dynamic amplifier function can improve the con-sistency of learning. Therefore, the e-book and augmented reality both have their own characteristics of auxiliary learning.