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

蔡文毓

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P131 - 171

Humanities > General
Social Sciences > General

DOI： 10.29506/JLASS

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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

EFFECTS OF INCORPORATING A DEEP THINKING-PROMOTING MECHANISM INTO AUGMENTED REALITY-BASED MOBILE LEARNING SYSTEM ON ELEMENTARY SCHOOL STUDENTS' LEARNING PERFORMANCE WITH INK WASH PAINTING

蔡文毓(Wen-Yu Tsai)

國立臺灣科技大學人文社會學報； 15卷2期 (2019 / 06 / 01) ， P131 - 171

繁體中文

行動學習；高層次思維；審美；擴增實境；鑑賞； mobile learning ； higher order thinking ； aesthetics ； augmented reality ； appreciation

Abstract │ Reference (56) │ Times Cited (2) │ Altmetrics

Abstract 〈TOP〉

Parallel Abstract 〈TOP〉

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.

Reference ( 56 ) 〈TOP〉

Barkan, M.,Champman, L. H.,Kern, E. J.(1970).Guidelines: Curriculum Development for Aesthetic Education.Ann, MO:Cemrel.
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.
Chang, Y. L.,Hou, H. T.,Pan, C. Y.,Sung, Y. T.,Chang, K. E.(2015).Apply an Augmented Reality in a Mobile Guidance to Increase Sense of Place for Heritage Places.Educational Technology & Society,18(2),166-178.
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.
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.

Times Cited ( 2 ) 〈TOP〉

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