結合深層思考促進機制之擴增實境行動學習系統對小學生水墨畫鑑賞課程學習成就及感受之影響

藝術教育家指出，美感教育對於學生的審美觀及心理發展有很重要的影響。然而，國小水墨課學習時數少，學生不易深入瞭解其背後的文化及美學價值，因而缺乏動機，教師難推行課程。許多研究指出，科技融入學習模式可讓教學不再侷限於傳統單向的知識傳遞，而更多了互動與樂趣。因此，本研究嘗試結合擴增實境行動學習模式於藝術欣賞課程，提出深層思考策略，並結合擴增實境技術來開發「清院版清明上河圖」水墨畫學習輔助系統；並規劃準實驗來探討結合深層思考促進機制於擴增實境行動學習系統的學習模式對小學生在學習成效與動機之影響。結果顯示，本系統能顯著提升學習成效；然而，由於受限於行動載具的使用方式，在學習動機方面則有降低的現象。

關鍵字

行動學習；高層次思維；審美；擴增實境；鑑賞

並列摘要

Art educators indicated that aesthetic education has important effects on students' aesthetic conceptions and mental development. However, there are few periods for learning ink wash paintings in elementary schools. It is difficult for students to deeply understand the culture and aesthetic value of that art from; therefore, they lack learning motivation and find it difficult to create a sense of identity for related culture. Many studies pointed out that technology-enhanced learning modes can allow education to be limited in traditional one-way knowledge transfer and hence more interactions and interests are developed. Therefore, in this study, it was attempted to combine augmented reality (AR) mobile learning mode in artistic appreciation courses to promote students' learning motivation and hence let them gain more in-depth painting knowledge. A deep thinking strategy was proposed in this study and augmented reality technology was used and combined to develop Along the River During the Qingming Festival ink wash painting appreciation learning system. Meanwhile, a quasi-experiment was designed to explore the effects of such a learning mode on elementary school students' learning effects and learning motivation. The research results showed that the system can significantly improve the students' appreciation of learning effects; however, owing to the inconvenience of using AR applications on mobile devices, their learning motivation decreased.

並列關鍵字

mobile learning ； higher order thinking ； aesthetics ； augmented reality ； appreciation

參考文獻

Chang, K. E., Chang, C. T., Hou, H. T., Sung, Y. T., Chao, H. L., & Lee, C. M. (2014). Development and behavioral pattern analysis of a mobile guide system with augmented reality for painting appreciation instruction in an art museum. Computers & Education, 71, 185-197. doi: 10.1016/j.compedu.2013.09.022

Chen, Y. S., Kao, T. C., & Sheu, J. P. (2003). A mobile learning system for scaffolding bird watching learning. Journal of Computer Assisted Learning, 19(3), 347-359. doi: 10.1046/j.0266-4909.2003.00036.x

Chiang, T. H., Yang, S. J., & Hwang, G. J. (2014). Students’ online interactive patterns in augmented reality-based inquiry activities. Computers & Education, 78, 97-108. doi: 10.1016/j.compedu.2014.05.006

Cook, B. R., & Babon, A. (2017). Active learning through online quizzes: better learning and less (busy) work. Journal of Geography in Higher Education, 41(1), 24-38. doi: 10.1080/03098265.2016.1185772

Di S. Á., Ibáñez, M. B., & Kloos, C. D. (2013). Impact of an augmented reality system on students’ motivation for a visual art course. Computers & Education, 68, 586-596. doi: 10.1016/j.compedu.2012.03.002

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結合深層思考促進機制之擴增實境行動學習系統對小學生水墨畫鑑賞課程學習成就及感受之影響

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