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研究生: 張競中
Chang, Ching-Chung
論文名稱: 一種以拼圖結合擴增實境輔助學習的方法-以生物科為例
Learning with Jigsaw Puzzle and Augmented Reality-A Case Study of Biology
指導教授: 張國恩
Chang, Guo-En
宋曜廷
Sung, Yao-Ting
劉子鍵
Liu, Tzu-Chien
學位類別: 碩士
Master
系所名稱: 資訊教育研究所
Graduate Institute of Information and Computer Education
論文出版年: 2020
畢業學年度: 108
語文別: 中文
論文頁數: 59
中文關鍵詞: 擴增實境拼圖3D模型觀察力
英文關鍵詞: Augmented Reality, Jigsaw Puzzle, 3D Model, Observation
DOI URL: http://doi.org/10.6345/NTNU202000317
論文種類: 學術論文
相關次數: 點閱:208下載:0
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  • 本研究提出擴增實境結合實體拼圖作為輔助學習工具,用以培養國小低年級學習者的自然觀察力,運用擴增實境的定位特性與辨識標記概念搭配實體的昆蟲拼圖作為學習工具,呈現3D的昆蟲模型使學習者能自由進行翻轉、局部放大等功能進行詳盡的觀察,並同時搭配學習活動,以任務方式提升學習者動機,達到培養學習者觀察力的目標。
    本研究的目標是探討使用拼圖結合擴增實境進行學習任務的教學方法是否能夠提升學習者之觀察力。以準實驗法進行實驗,對象為80名國小低年級學生,將觀察昆蟲作為主題,利用四片正方形拼圖組合成昆蟲圖像,並提出與昆蟲特徵相關的問題,促使學習者進行觀察;同時使用擴增實境輔助,提供昆蟲的3D模型使學習者得以觀察昆蟲全貌,讓學習者透過翻轉放大縮小等操作,以更仔細且全面地觀察昆蟲的特徵與細節,進而提升學習者之觀察力。
    研究結果顯示,擴增實境結合實體拼圖組在自然觀察力的學習成效比較上,進步幅度明顯優於拼圖組。教學方法接受度方面,除操作靈敏度教需要改進外,擴增實境結合實體拼圖組的學習者皆具有良好的使用以及接受態度,並同樣對未來使用抱持著開放的態度。在間隔兩週的延宕測驗顯示,使用擴增實境結合實體拼圖組以及拼圖組兩者並無學習保留上的差異。

    第一章 緒論 1 第一節 研究背景與動機 1 第二節 研究目的 4 第三節 研究假設 5 第二章 文獻探討 7 第一節 觀察力 7 第二節 拼圖 10 第三節 擴增實境 12 第三章 系統與教學方法設計 15 第一節 系統設計理念 15 第二節 理論模型 15 第三節 教學方法內容 16 第四章 研究方法 23 第一節 研究對象 23 第二節 研究設計 24 第三節 研究工具 24 第四節 研究流程 28 第五節 資料收集與分析 29 第五章 研究結果 31 第一節 學習成效分析 31 第二節 延宕測驗分析 32 第三節 訪談與回饋分析 34 第四節 學習者行為滯後序列分析 38 第六章 討論 43 第一節 討論 43 第七章 結論 47 第一節 結論 47 第二節 建議 48 第三節 未來研究方向 48 參考文獻 49 附錄一 成就試卷 55 附錄二 訪談稿(實驗組) 57 附錄三 訪談稿(對照組) 59

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