以感測科技支援普化學習環境之發展與評估

近年來已有一些行動學習系統在戶外教學上獲得相當的成效，然而戶外學習仍存在著若干窒礙難行之處，例如當學生在一些具有珍貴知識卻缺乏資訊傳遞能力的地方(例如歷史遺跡、生態公園和地質景觀等地)進行戶外學習時會面臨無法及時獲得與情境相關資訊的窘境，同時學生也無法應用資訊科技收集有價值的資訊與紀錄學習所得。為解決上述問題，本研究整合無線射頻辨識感測元件、網際網路、普化計算與資料庫等技術建構普化教育資源環境－尤拉(EULER, Environment of Ubiquitous Learning with Educational Resources)以幫助教師進行行動教學，並培養學生運用資訊科技輔助學習的能力。本研究所發展的EULER包含兩個子系統：教師使用的伺服端及供學生使用的行動學習工具。普化學習可提供學習者更靈活、無形地、隨時隨地、連續性地學習，其中感測定位技術扮演了極為關鍵的角色。感測定位技術的核心問題是如何即時準確地取得學習者所在位置的相關資訊，目前已有許多定位技術被開發出來，但本研究評估後發現無線射頻辨識標籤擁有低成本、高準確率、容易建置與維護等優勢，因此頗適合整合在EULER中。為了評估EULER的效果，本研究應用RFID技術來進行自然科學普化學習的案例探討，學習的課程主題為「台灣溼地生態系統」，分別在教室和關渡自然公園內進行實驗。參與實驗者包括小學校老師和五年級的小學生。本研究設計了一系列的學習活動與測驗以探究EULER對於學習成效的影響。並在完成實驗後，實施一項問卷調查，以了解EULER對於學生科技使用態度與行為意向的影響。實驗的結果顯示使用以感測技術支援的EULER來輔助學習不但可以增進學習的動機與成效，而且能夠提升學生運用資訊科技輔助學習的能力。

關鍵字

普化學習；情境感知學習；無線射頻辨識；合作學習

並列摘要

Though several mobile learning systems have been successful in a wide range of outdoor learning applications in recent years, issues still remain to be solved. For instance, when teachers conduct outdoor teaching in locations, such as historical relics, scarce animal zones, and geological landscapes, in which complete information about objects and concepts cannot be given; students can not obtain real-time context-aware content and are unable to search, collect, share and edit information by using information technology, and so on. This study proposes an Environment of Ubiquitous Learning with Educational Resources (EULER) based on sensor technology of radio frequency identification (RFID), the Internet, ubiquitous computing, embedded systems and database technologies to resolve such issues as well as to help teachers perform outdoor teaching, and to cultivate student ability in using information technologies to assist learning. The EULER consists of two subsystems — the learning server for use by the teacher, and the mobile-tools (m-Tools) for students. Ubiquitous learning provides a more flexible, seamless, continuous, and situated learning experience than mobile context-aware learning, in which position sensing technology plays a key role. The central issue of position sensing technology is how to acquire precise location-related information immediately. Though many positioning technologies have been presented for various applications, we find that radio-frequency identification (RFID) has the advantages of low cost, high accuracy and easy to build and maintain. Therefore, this study integrates RFID into EULER. In order to evaluate the effectiveness of the proposed EULER, a case study of natural science learning employing RFID technology is conducted in classrooms and at the Guandu Nature Park. Learning topic is chosen for a course entitled, “Taiwan Wetland Ecosystems.” Participants include elementary school teachers and fifth-grade students. In this course, a series of learning activities and assessments are carried out, and a questionnaire survey is administered following all learning activities to realize the perceived ease of use and attitude toward use. The evaluation results indicate that using EULER can effectively assist students learning. These survey results reveal that using EULER can effectively support outdoor teaching and increase students learning interest. The case study also shows that the RFID sensor technology is useful for providing context-aware, ubiquitous learning experiences.

並列關鍵字

Ubiquitous learning ； Context-aware learning ； Radio-frequency identification (RFID) ； Collaborative learning

參考文獻

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以感測科技支援普化學習環境之發展與評估

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