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研究生: 廖邦捷
Ban-Chieh Liao
論文名稱: 擴增型態與引導策略對高中電化學反應課程學習成效與動機之影響
The Effects of Augmented Reality Types and Guiding Strategies on Senior High School Students' Performance and Motivation of Electrochemistry Course
指導教授: 陳明溥
Chen, Ming-Puu
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: 2014
畢業學年度: 102
語文別: 中文
論文頁數: 116
中文關鍵詞: 擴增實境實驗遊戲擴增型態引導策略體驗式學習
英文關鍵詞: Augmented reality experimental game, augmented reality types, guiding strategies, experimental learning
論文種類: 學術論文
相關次數: 點閱:175下載:7
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  • 本研究旨在探討在不同擴增型態的學習環境下(靜態擴增、動態擴增)與不同引導策略(程序引導、問題引導)對高中一年級學習者電化學反應課程的學習成效和化學學習動機之影響。研究對象為普通高中一年級學習者,有效樣本為152人參與實驗教學。本實驗採用因子設計之準實驗研究法,自變項包含擴增型態與引導策略。擴增型態依照不同擴增實境呈現方式分為「靜態擴增」與「動態擴增」兩種型態,引導策略則分為「程序引導」以及「問題引導」兩種策略;依變項則包含電化學反應概念學習成效與化學學習動機。
    研究結果顯示:(1)在知識應用面向,靜態擴增的學習環境中,程序引導組學習者學習電化學反應課程在知識應用向度高於問題引導組學習者;(2)在知識理解面向,靜態擴增之學習環境學習電化學反應概念優於在動態擴增之學習環境,且使用程序引導學習電化學反應概念優於使用問題引導;及(3)在不同擴增型態之學習環境進行學習皆持正向的動機表現;其中靜態擴增組學習者比動態擴增組學習者有較高的參與動機表現。

    The purpose of this study was to investigate the effects of augmented reality types and guiding strategies on senior high school students’ performance and motivation of electrochemistry course. The participants were 152 freshmen of senior high school. A quasi-experimental design was employed and the independent variables were type of augmented reality and type of guidance strategy. The augmented reality types included the static augmented reality and the dynamic augmented reality, while the guiding strategies were the procedural guidance and the question guidance. The dependent variables were learning performance and learning motivation toward Chemistry.
    The results revealed that (a) while receiving the static augmented reality learning, the procedural guidance group achieved better learning application performance than the question guidance group; (b) as for the knowledge understanding performance, the static augmented reality group outperformed the dynamic augmented reality group, and the procedural guidance group outperformed the question guidance group; and (c) students showed positive motivation toward learning Chemistry no matter which augmented reality type they used, especially students who used the static augmented reality revealed higher motivation than those who used the dynamic augmented reality.

    附表目錄 VI 附圖目錄 VII 第一章 緒論 1 第一節 研究背景與動機 1 第二節 研究目的與待答問題 4 第三節 研究範圍與限制 5 第四節 重要名詞釋義 7 第二章 文獻探討 9 第一節 化學教育 9 第二節 體驗式學習 11 第三節 數位學習 15 第四節 引導策略 22 第三章 研究方法 26 第一節 研究對象 26 第二節 研究設計 27 第三節 實驗流程 45 第四節 研究工具 47 第五節 資料處理與分析 50 第四章 結果與討論 54 第一節 電化學反應課程學習成效分析 54 第二節 化學學習動機分析 61 第五章 結論與建議 73 第一節 結論 73 第二節 建議 77 參考文獻 80 附錄一 電化學反應實驗程序引導學習單 87 附錄二 電化學反應實驗問題引導學習單 93 附錄三 電化學反應課程先備知識測驗卷 100 附錄四 電化學反應課程學習成效測驗卷 106 附錄五 化學學習動機問卷 112

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