本研究旨在探討國民小學於科學教育中,運用擴增實境技術,創新設計科學探索悅趣化學習的模式,分析學生在數位化學習上,對於科技接受度及心流體驗的感受,以期提升自我學習動機,激發其學習力與創造力。 本研究於台北市某國民小學的五年級實施,總計有59位學生使用「牛頓實驗室平台」的教學模式,並採取非隨機抽樣(non-random sampling)中的立意抽樣法(purposive sampling),採用李克特(Likert)五等分量表的設計方式,主要以使用擴增實境情境學習的經驗為度量,針對國民小學的學生實施認知調查,並佐以觀察訪談。業經質量化研究成果發現:創新設計的擴增實境的探索教學模式,實可使學生產生愉悅的心流,有助於學習動機與成效的提升。
The purpose of this study is investigating the elementary school scientific education by using augmented reality technology to innovatively design scientific exploration education in the game/toy-based learning mode. Analysis students’ acceptance degree of technology and flow experience feeling on digital learning, hoping to enhance self-learning motivation, arouse learning ability and creativity. This study is implemented in the 5th grade of an elementary school in Taipei. Totally 59 students have used the Newton experimental platform educational model. Instead of using the purposive sampling of non-random sampling, the study uses non-random sampling and the Likert scale 5 point design method. Mainly use the learning experience of augmented reality situation to be the measurement, focusing on the elementary school students to implement cognitive investigation along with the observation interview. Through the quantify research result, the innovatively designed of augmented reality exploration teaching model really enable students to go through the delightful flow, helping enhance learning motivation and efficiency.
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