簡易檢索 / 詳目顯示

研究生: 陳閔琳
Chen, Min-Lin
論文名稱: 數位虛擬實境學習環境及學習順序對國中生英語情境學習成效、態度及動機之影響
Effects of Digital Virtual Reality Learning Environment and Learning Sequence on Junior High School Students’ Learning Performance, Attitude and Motivation through Contextualized English Learning
指導教授: 陳明溥
Chen, Ming-Puu
口試委員: 陳明溥
Chen, Ming-Puu
陳浩然
Chen, Hao-Jan
王麗君
Wang, Li-Jun
口試日期: 2022/08/08
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: 2023
畢業學年度: 112
語文別: 中文
論文頁數: 143
中文關鍵詞: 數位學習環境學習順序情境式學習5E學習環擴增實境虛擬實境
英文關鍵詞: E-learning environment, learning sequence, situated learning, 5E learning cycle, augmented reality, virtual reality
研究方法: 準實驗設計法
DOI URL: http://doi.org/10.6345/NTNU202301816
論文種類: 學術論文
相關次數: 點閱:145下載:0
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報
  • 本研究旨在探討數位虛擬實境學習環境及學習順序,對國中學習者在英語情境式學習成效、態度與動機之影響。研究對象為國中七年級學習者,有效樣本共140人。本研究採因子設計之準實驗研究法,自變項為「數位虛擬實境學習環境」及「學習順序」,「數位虛擬實境學習環境」依據數位虛擬資訊與實境之混和程度不同,分為「擴增實境」及「虛擬實境」兩組;「學習順序」依據實驗教學過程中探索與學習的順序差異,分為「先探索後學習」及「先學習後探索」兩組。依變項為英語情境學習成效(知識記憶、知識理解)、英語學習態度(情意成分、認知成分、行為成分、科技接受度)及英語學習動機(價值成分、期望成分)。
    研究結果發現:在英語情境學習成效面向,(1)就知識記憶而言,「虛擬實境」學習者表現優於「擴增實境」學習者;(2)就知識理解而言,「先探索後學習」的條件下,「虛擬實境」學習者表現優於「擴增實境」學習者;而學習者採用「虛擬實境」時,接受「先探索後學習」的表現優於「先學習後探索」。在學習態度面向,各實驗組學習者對於學習活動皆抱持正向態度,其中「擴增實境」學習者相較「虛擬實境」學習者,有較高的喜好感、科技易用性及科技有效性等表現。在學習動機面向,各實驗組學習者對於學習活動皆抱持正向動機,其中在內在目標導向、外在目標導向、工作價值、自我效能及期望成功面向,「先探索後學習」學習者相較於「先學習後探索」學習者有較高的學習動機表現。

    The purpose of this study was to explore the effects of digital virtual reality learning environment and learning sequence on junior high school students’ learning achievement, attitude and motivation through contextualized English learning. Participants were seventh-graders from a public junior high school. The effective sample size was 140. A quasi-experimental design was employed and the independent variables included type of digital virtual reality learning environment (augmented reality vs. virtual reality) and type of learning sequence ("Explore-and-Learn" vs. "Learn-and-Explore"). The dependent variables included students’ learning achievement, attitude and motivation.
    The results revealed that (a) for knowledge memory performance, the virtual reality group outperformed the augmented reality group; (b) for knowledge comprehension performance, while receiving the "Explore-and-Learn", the virtual reality group outperformed the augmented reality group; and the "Explore-and-Learn" group outperformed the "Learn-and-Explore" group while interacting through the virtual reality. (c) For learning attitude, all participants showed positive attitudes toward the employed contextualized learning. Among all the participants, the augmented reality group outperformed the virtual reality group in terms of liking of learning, technology ease of use and usefulness. (d) As for learning motivation, all participants showed positive motivation toward the employed learning activity. In terms of intrinsic goal orientation, extrinsic goal orientation, work value, self-efficacy and expected to success, the "Explore-and-Learn" group outperformed the "Learn-and-Explore" group.

    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 名詞釋義 7 第二章 文獻探討 11 第一節 數位學習環境 11 第二節 學習順序 18 第三節 情境式學習 24 第四節 5E學習環 27 第三章 研究方法 32 第一節 研究對象 32 第二節 研究設計 33 第三節 實驗流程 51 第四節 研究工具 52 第五節 資料處理與分析 57 第四章 結果與討論 62 第一節 英語情境學習成效分析 62 第二節 英語學習態度分析 69 第三節 英語學習動機分析 77 第五章 結論與建議 87 第一節 結論 87 第二節 建議 90 參考文獻 93 附錄一、 擴增實境—先探索後學習組學習單 104 附錄二、 擴增實境—先學習後探索組學習單 112 附錄三、 虛擬實境—先探索後學習組學習單 120 附錄四、 虛擬實境—先學習後探索組學習單 128 附錄五、 英語情境學習成效測驗-聽力題目 137 附錄六、 英語情境學習成效測驗-後測 138 附錄七、 英語學習態度、動機量表-後測 139

    中文部分
    王宇晨(2020)。以虛擬實境促進大學生英文情境會話學習(未出版碩士論文)。國立臺灣師範大學資訊教育研究所,臺北市。
    王美芬、熊召弟(1995)。國民小學自然科教材教法。臺北市:心理。
    王婷虹(2012)。台灣英語學習者對英語補語連詞習得順序及困難程度究(未出版碩士論文)。國立高雄師範大學英語學系,高雄市。
    王燕超(2006)。從擴增實境觀點論數位學習之創新。在空中教學論叢,2,40-63。
    呂郁欣(2017)。引導策略與學習順序對國小機器人程式設計學習成效及態度之影響(未出版碩士論文)。國立臺灣師範大學資訊教育研究所,臺北市。
    林志隆、林芳如(2020)。應用擴增實境於自然科教學對學生學習成效及學習動機之影響-以國中電磁學為例。國立臺灣科技大學人文社會學報,16(4),345-367。
    林為光(2011)。不同虛擬實境多媒體設計輔助對國小學童體積概念學習效益之研究(未出版碩士論文)。國立臺中教育大學數位內容科技學系,臺中市。
    林美瑩(2002)。國小字母拼讀法教學與其教學順序之研究究(未出版碩士論文)。國立政治大學語言學研究所,臺北市。
    林珮甄(2015)。不同電子白板互動模式之教學順序對學生英語學習成效及學習態度之影響-以國小六年級為例究(未出版碩士論文)。國立臺灣師範大學教育學系,台北市。
    柯華葳(1993)。語文科的閱讀教學。學習輔導:學習心理學的應用。臺北市:心理。
    胡文菊(2021)。虛擬實境科技運用於語言學習的理論背景與華語教學範例。科技與中文教學,12(2),66-85。
    徐玉書(2021)。擴增實境情境與學習引導策略對高低先備知識國中生數學相似三角形學習成效、動機及態度之影響(未出版碩士論文)。國立臺灣師範大學資訊教育研究所,臺北市。
    徐新逸(1996)。情境學習在數學教育上之應用。教學科技與媒體,29,13-22。
    翁嘉隆(2009)。無所不在運算之技術設計情境式語言學習系統之研究(未出版碩士論文)。國立高雄師範大學資訊教育研究所,高雄市。
    高郁婷(2020)。探討數位媒介與字幕輔助對國中生英語字彙學習成效、學習態度、學習動機及數位教材沉浸感之影響(未出版碩士論文)。國立臺灣師範大學資訊教育研究所,臺北市。
    國家發展委員會(2018)。2030雙語國家政策發展藍圖。取自https://bilingual.ndc.gov.tw/sites/bl4/files/news_event_docs/2030雙語國家政策發展藍圖.pdf
    張元鳳(2020)。不同教學順序對國小五年級學童認知負荷與數學學習成效之影響-以面積單元為例(未出版碩士論文)。國立臺北教育大學課程與教學傳播科技研究所,臺北市。
    張春興(2000)。教育心理學:三化取向的理論與實踐。臺北市:東華書局。
    張家銘(2018)。5E探究式教學融入高中數學多元選修之行動研究(未出版碩士論文)。國立臺灣師範大學教育學系課程與教學領導碩士在職專班,臺北市。
    張書豪(2017)。探索學習模式與提示策略對國中生英語生字與閱讀擴增實境學習成效與動機之影響(未出版碩士論文)。國立臺灣師範大學資訊教育研究所,臺北市。
    張嘉心(2021)。學習順序與鷹架策略對高低先備知識國中生以擴增實境輔助電流磁效應學習成效、動機及態度之影響(未出版碩士論文)。國立臺灣師範大學資訊教育研究所,臺北市。
    張靜儀(1995)。自然科探究教學法。屏師科學教育,1,36-45。
    教育部(2014)。十二年國民基本教育課程綱要總綱。取自https://www.naer.edu.tw/upload/1/16/doc/288/十二年國教課程綱要總綱.pdf
    郭家禎(2020)。教學方式與引導策略對國小四年級學習者micro:bit程式設計學習成效及態度之影響(未出版碩士論文)。國立臺灣師範大學資訊教育研究所,臺北市。
    陳明鈺(2017)。資訊科技融入5E探究教學對七年級學生生物科學習成就與學習態度之影響─以「血液循環系統」為例(未出版碩士論文)。國立臺南大學教育學系教育經營與管理碩士班,臺南市。
    陳盈穎(2019)。教學順序對學習影響之研究─以因數概念教學為例(未出版碩士論文)。國立清華大學學習科學研究所,新竹市。
    陳楷筑(2022)。資訊科技融入英語情境教學法對國民小學學童英語聽說能力與學習動機影響之研究(未出版碩士論文)。國立臺中教育大學教師專業碩士學位學程,臺中市。
    彭敏華(2020)。觸覺回饋與鷹架策略對國小學習者擴增實境互動學習之影響(未出版碩士論文)。國立臺灣師範大學資訊教育研究所,臺北市。
    曾碧玉(2010)。自然情境教學法在融合情境中對特殊需求幼兒溝通能力之學習成效研究(未出版碩士論文)。國立屏東教育大學幼兒教育學系,屏東市。
    曾燕玲(2005)。5E 學習環教學對國小六年級學童燃燒概念改變之研究(未出版碩士論文)。臺北市立教育大學科學教育研究所,臺北市。
    黃琪芳、陳志洪、陳浩然(2021)。虛擬英語村:使用情境任務3D遊戲促進國中生的英語學習。教育傳播與科技研究,127,1-15。
    黃皓伶(2011)。不同探索式遊戲學習策略對國小流感防治概念學習之影響(未出版碩士論文)。國立臺灣師範大學資訊教育研究所,臺北市。
    董家莒(2000)。「問題解決」為基礎之電腦輔助教學成效(未出版碩士論文)。國立臺灣師範大學地球科學研究所,臺北市。
    廖柏森(2009)。溝通式翻譯教學法之意涵與實施。編譯論叢,2(2),65-91。
    廖靜瑜(2019)。5E學習環融入國小四年級「基本電學」單元對學習成就與學習態度影響之探討。靜宜大學教育研究所,臺中市。
    劉伊珊(2018)。虛擬實境融入英語學習對學生學習成效之研究(未出版碩士論文)。國立高雄師範大學軟體工程與管理學系,高雄市。
    蔡清田(2011)。素養:課程改革的DNA。臺北市:高等教育。
    盧健瑋(2017)。數位學習環境與引導策略對高低先備知識高中生數學遞迴學習成效與動機之影響(未出版碩士論文)。國立臺灣師範大學資訊教育研究所,臺北市。
    蕭顯勝、陳俊臣、李鴻毅(2013)。應用擴增實境技術建構互動學習環境-以國立臺灣科學教育館為例。教育科技與學習,3154,153-184。
    錡洛誼(2017)。擴增實境學習輔助及先備知識對國中八年級學生Scratch專題式遊戲創作學習表現及學習動機之影響。(未出版碩士論文)。國立臺灣師範大學資訊教育研究所,臺北市。
    閻清景(2001)。情境教學法及其對外語課堂教學的影響。河南教育學院學報:哲學社會科學版,20(1),144-145。
    戴孜伃(2020)。行動虛擬實境對英語學習者字彙學習與聽力理解之效應(未出版碩士論文)。國立臺灣師範大學英語學系,臺北市。
    鍾廣翰(2018)。紙本教材導入擴增實境(AR)之應用—以國家文官學院教材為例。T&D飛訊,244,1-32。
    瞿美蘭(2012)。一位國中教師改進英語教學之行動研究(未出版碩士論文)。國立臺中教育大學教育學系課程與教學碩士在職專班,臺中市。

    英文部分
    Alfadil, M. M. (2017). VR game classroom implementation: Teacher perspectives and student learning outcomes. [Unpublished doctoral dissertation]. University of Northern Colorado. http://digscholarship.unco.edu/dissertations
    Alcañiz, M., Contero, M., Pérez-López, D. C., & Ortega, M. (2010). Augmented reality technology for education. New achievements in technology, education and development. IntechOpen.
    Asrizal, A., Yurnetti, Y., & Usman, E. A. (2022). ICT Thematic science teaching material with 5e learning cycle model to develop students' 21st-century skills. Jurnal Pendidikan IPA Indonesia, 11(1), 61-72.
    Ausubel, D. P. (1963). The psychology of meaningful verbal learning. Grune & Stratton.
    Azuma, R. T. (1997). A survey of augmented reality. Presence: Teleoperators & Virtual Environments, 6(4), 355-385.
    Bacca, J., Baldiris, S., Fabregat, R., & Graf, S. (2015). Mobile augmented reality in vocational education and training. Procedia Computer Science, 75, 49-58.
    Balci, S., Cakiroglu, J., & Tekkaya, C. (2006). Engagement, exploration, explanation, extension, and evaluation (5E) learning cycle and conceptual change text as learning tools. Biochemistry and Molecular Biology Education, 34(3), 199-203.
    Banchi, H. & Bell, R. (2008). The many levels of inquiry. Science and Children, 46(2), 26.
    Bell, R. L., Smetana, L., & Binns, I. (2005). Simplifying inquiry instruction. The Science Teacher, 72(7), 30-33.
    Bielik, T., Stephens, L., Damelin, D., & Krajcik, J. S. (2019). Designing technology environments to support system modeling competence. Towards a competence-based view on models and modeling in science education (pp. 275-290). Springer, Cham.
    Billinghurst, M., & Dunser, A. (2012). Augmented reality in the classroom. Computer, 45(7), 56-63.
    Bimber, O., & Raskar, R. (2005). Spatial augmented reality: Merging real and virtual worlds. CRC press.
    Bishop, A. P. & Bruce, B. C. (2002). Using the web to support inquiry-based literacy development. Journal of Adolescent & Adult Literacy, 45(8), 706-714.
    Blank, L. M. (2000). A metacognitive learning cycle: A better warranty for student understanding? Science Education, 84(4), 486-506.
    Bogar, Y., Kalender, S., & Sarikaya, M. (2012). The effects of constructive learning method on students’ academic achievement, retention of knowledge, gender and attitudes towards science course in “matter of structure and characteristics” unit. Procedia-Social and Behavioral Sciences, 46, 1766-1770.
    Bolter, J., Hodges, L. F., Meyer, T., & Nichols, A. (1995). Integrating perceptual and symbolic information in VR. IEEE Computer Graphics and Applications, 15(4), 8-11.
    Brown, J. S., Collins, A. & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.
    Bujak, K. R., Radu, I., Catrambone, R., MacIntyre, B., Zheng, R., & Golubski, G. (2013). A psychological perspective on augmented reality in the mathematics classroom. Computers & Education, 68, 536-544.
    Burdea, G. C. & Coiffet, P. (2003). Virtual reality technology. John Wiley & Sons.
    Burke G. & McLellan, H. (1996). The algebra project: Situated learning inspired by the Civil Rights Movement. Situated Learning Perspectives, 263-278.
    Bybee, R. W. & Landes, N. M. (1988), The biological science curriculum study (BSCS), Science and Children, 25(8), 36-37.
    Bybee, R. W. & Landes, N. M. (1990). Science for life & living: An elementary school science program from biological sciences curriculum study. The American Biology Teacher, 52(2), 92-98.
    Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Powell, J. C., Westbrook, A., & Landes, N. (2006). The BSCS 5E instructional model: Origins, effectiveness, and applications. Colorado Springs: BSCS.
    Chen, C. M. & Li, Y. L. (2010). Personalised context-aware ubiquitous learning system for supporting effective English vocabulary learning. Interactive Learning Environments, 18(4), 341-364.
    Chen, M. P., Wang, L. C., Zou, D., Lin, S. Y., Xie, H., & Tsai, C. C. (2022). Effects of captions and English proficiency on learning effectiveness, motivation and attitude in augmented-reality-enhanced theme-based contextualized EFL learning. Computer Assisted Language Learning, 35(3), 381-411.
    Chen, N. S., Teng, D. C. E., Lee, C. H., & Kinshuk (2011). Augmenting paper-based reading activity with direct access to digital materials and scaffolded questioning. Computers & Education, 57(2), 1705-1715.
    Chen, Y. L., Doong, J. L., & Hsu, C. C. (2014, March). EFL learning scenarios: Effectiveness of using 3D virtual reality. In Society for Information Technology & Teacher Education International Conference. (pp. 1090-1095). AACE.
    Cheng, A., Yang, L., & Andersen, E. (2017, May). Teaching language and culture with a virtual reality game. In Proceedings of the 2017 CHI conference on human factors in computing systems. (pp. 541-549). ACM.
    Cheng, K. H., & Tsai, C. C. (2020). Students’ motivational beliefs and strategies, perceived immersion and attitudes towards science learning with immersive virtual reality: A partial least squares analysis. British Journal of Educational Technology, 51(6), 2140-2159.
    Chiou, G. F. (1992). Situated learning, metaphors, and computer-based learning environments. Educational Technology, 32(8), 7-11.
    Chou, C. H., Hwang, C. L., & Wu, Y. T. (2012). Effect of exercise on physical function, daily living activities, and quality of life in the frail older adults: a meta-analysis. Archives of physical medicine and rehabilitation, 93(2), 237-244.
    Clarke, T., Ayres, P., & Sweller, J. (2005). The impact of sequencing and prior knowledge on learning mathematics through spreadsheet applications. Educational Technology Research and Development, 53(3), 15-24.
    Colburn, A. (2000). An inquiry primer. Science Scope, 23(6), 42-44.
    Collins, A., Brown, J. S., & Newman, S. E. (2018). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In Knowing, learning, and instruction (pp. 453-494). Routledge.
    Conley, Q., Atkinson, R. K., Nguyen, F., & Nelson, B. C. (2020). MantarayAR: Leveraging augmented reality to teach probability and sampling. Computers & Education, 153, 103895.
    Cranton, P. (2016). Understanding and promoting transformative learning: A guide to theory and practice. Stylus Publishing, LLC.
    Dalgarno, B., Bishop, A. G., Adlong, W., & Bedgood Jr, D. R. (2009). Effectiveness of a virtual laboratory as a preparatory resource for distance education chemistry students. Computers & Education, 53(3), 853-865.
    Dede, C. (2009). Immersive interfaces for engagement and learning. science, 323(5910), 66-69.
    Denham, A. R. (2018). Using a digital game as an advance organizer. Educational Technology Research and Development, 66(1), 1-24.
    Doolittle, P. E. & Camp, W. G. (1999). Constructivism: The career and technical education perspective. Journal of Vocational and Technical Education, 16(1), 23-46.
    Driver, R., Asoko, H., Leach, J., Scott, P., & Mortimer, E. (1994). Constructing scientific knowledge in the classroom. Educational researcher, 23(7), 5-12.
    Edelson, D. C., Gordin, D. N., & Pea, R. D. (1999). Addressing the challenges of inquiry-based learning through technology and curriculum design. Journal of the Learning Sciences, 8(3-4), 391-450.
    Ehsan, M. A. (1997). Curriculum Development: Principle and Method. Dhaka: Chatrabondhu Library.
    Farshid, M., Paschen, J., Eriksson, T., & Kietzmann, J. (2018). Go boldly!: Explore augmented reality (AR), virtual reality (VR), and mixed reality (MR) for business. Business Horizons, 61(5), 657-663.
    Fazelian, P., & Soraghi, S. (2010). The effect of 5E instructional design model on learning and retention of sciences for middle class students. Procedia-Social and Behavioral Sciences, 5, 140-143.
    Fiorentino, M., Uva, A. E., Gattullo, M., Debernardis, S., & Monno, G. (2014). Augmented reality on large screen for interactive maintenance instructions. Computers in Industry, 65(2), 270-278.
    Fosnot, C. T. & Perry, R. S. (1996). Constructivism: A psychological theory of learning. Constructivism: Theory, Perspectives, and Practice, 2(1), 8-33.
    Goodman, N. (1976). Languages of art: An approach to a theory of symbols. Hackett publishing.
    Gough, P. B. (1972). One second of reading. Visible Language, 6(4), 291-320.
    Gutiérrez, F.,Pierce, J.,Vergara, V. M.,Coulter, R.,Saland, L.,Caudell, T. P.(2007).The effect of degree of immersion upon learning performance in virtual reality simulations for medical education. Studies in Health Technology and Informatics, 125, 155-160.
    Haryana, M. R. A., Warsono, S., Achjari, D., & Nahartyo, E. (2022). Virtual reality learning media with innovative learning materials to enhance individual learning outcomes based on cognitive load theory. The International Journal of Management Education, 20(3), 100657.
    Heilman, A., Blair, T., & Rupley, W. (1986). Principles and practices of teaching reading. Charles E.
    Herrington, J. & Oliver, R. (1995). Critical characteristics of situated learning: Implications for the instructional design of multimedia. Paper presented at the meeting of the ASCILITE Conference, Melbourne, Australia.
    Herron, M. D. (1971). The nature of scientific enquiry. The School Review, 79(2), 171-212.
    Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational psychologist, 41(2), 111-127.
    Hong, J. C., Tsai, C. R., Hsiao, H. S., Chen, P. H., Chu, K. C., Gu, J., & Sitthiworachart, J. (2019). The effect of the “Prediction-observation-quiz-explanation” inquiry-based e-learning model on flow experience in green energy learning. Computers & Education, 133, 127-138.
    Hsiao, K. F., Chen, N. S., & Huang, S. Y. (2012). Learning while exercising for science education in augmented reality among adolescents. Interactive learning environments, 20(4), 331-349.
    Huang, C. (2005). Designing high-quality interactive multimedia learning modules. Computerized Medical Imaging and Graphics, 29(2), 223-233.
    Huang, S. & Eslami, Z. (2013). The use of dictionary and contextual guessing strategies for vocabulary learning by advanced English-language learners. English Language and Literature Studies, 3(3), 1.
    Hwang, G. J., & Wu, P. H. (2012). Advancements and trends in digital game-based learning research: A review of publications in selected journals from 2001 to 2010. British Journal of Educational Technology, 43(1), E6-E10.
    Ibáñez, M. B., Di Serio, Á., Villarán, D., & Kloos, C. D. (2014). Experimenting with electromagnetism using augmented reality: Impact on flow student experience and educational effectiveness. Computers & Education, 71, 1-13.
    Justice, C., Rice, J., Roy, D., Hudspith, B., & Jenkins, H. (2009). Inquiry-based learning in higher education: administrators’ perspectives on integrating inquiry pedagogy into the curriculum. Higher Education, 58(6), 841.
    Kachru, B. B. & Nelson, C. L. (1996). World englishes. Sociolinguistics and language teaching, 11, 71-102.
    Karal, H. & Reisoglu, I. (2009). Haptic's suitability to constructivist learning environment: aspects of teachers and teacher candidates. Procedia-Social and Behavioral Sciences, 1(1), 1255-1263.
    Kerawalla, L., Luckin, R., Seljeflot, S., & Woolard, A. (2006). “Making it real”: exploring the potential of augmented reality for teaching primary school science. Virtual reality, 10(3), 163-174.
    Kikuo, A. H. & Tomotsugu, A. (2005). Augmented Instructions -A fusion of augmented reality and printed learning materials. Fifth IEEE International Conference on Advanced Learning Technologies (ICALT05), 213-215.
    Kim, M. C. & Hannafin, M. J. (2011). Scaffolding problem solving in technology-enhanced learning environments (TELEs): Bridging research and theory with practice. Computers & Education, 56(2), 403-417.
    Lan, Y. J., Fang, S. Y., Legault, J., & Li, P. (2015). Second language acquisition of Mandarin Chinese vocabulary: Context of learning effects. Educational Technology Research and Development, 63(5), 671-690.
    Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
    Lawson, A. E. (2001). Using the learning cycle to teach biology concepts and reasoning patterns. Journal of Biological Education, 35(4), 165-169.
    Lee, J. (1999). Effectiveness of computer-based instructional simulation: A meta analysis. International Journal of Instructional Media, 26(1), 71.
    Lee, K. (2012). Augmented reality in education and training. TechTrends, 56(2), 13-21.
    Linnenbrink‐Garcia, L., Patall, E. A., & Messersmith, E. E. (2013). Antecedents and consequences of situational interest. British Journal of Educational Psychology, 83(4), 591-614.
    Liu, T. C., Peng, H., Wu, W. H., & Lin, M. S. (2009). The effects of mobile natural-science learning based on the 5E learning cycle: A case study. Journal of Educational Technology & Society, 12(4), 344-358.
    Looi, C. K. (1998). Interactive learning environments for promoting inquiry learning. Journal of Educational Technology Systems, 27(1), 3-22.
    Loureiro, A., & Bettencourt, T. (2014). The use of virtual environments as an extended classroom–a case study with adult learners in tertiary education. Procedia Technology, 13, 97-106.
    Marx, R. W., Blumenfeld, P. C., Krajcik, J. S., Fishman, B., Soloway, E., Geier, R., & Tal, R. T. (2004). Inquiry‐based science in the middle grades: Assessment of learning in urban systemic reform. Journal of research in Science Teaching, 41(10), 1063-1080.
    Marx, R. W., Blumenfeld, P. C., Krajcik, J. S., Fishman, B., Soloway, E., Geier, R., & Tal, R. T. (2004). Inquiry‐based science in the middle grades: Assessment of learning in urban systemic reform. Journal of research in Science Teaching, 41(10), 1063-1080.
    Matsutomo, S., Miyauchi, T., Noguchi, S., & Yamashita, H. (2012). Real-time visualization system of magnetic field utilizing augmented reality technology for education. IEEE Transactions on Magnetics, 48(2), 531-534.
    McLellan, H. (1996). Situated learning: Multiple perspectives. Situated learning perspectives, 5-17.
    Milgram, P. & Kishino, F. (1994). A taxonomy of mixed reality visual displays. IEICE Transactions on Information Systems, 77(12), 1321-1329.
    Miller, G. A. & Gildea, P. M. (1987). How children learn words. Scientific American, 257(3), 94-99.
    Morrison, G. R., Ross, S. M., Steven, M., & Kemp, J. E. (2004). Designing Effective Instruction (4th ed.). John Wiley & Sons.
    Murray Print. (1993). Curriculum development and design. Allen & Unwin.
    Page, W. D. (1975). Inquiry into an unknown word. The School Review, 83(3), 461-477.
    Petersen, G. B., Petkakis, G., & Makransky, G. (2022). A study of how immersion and interactivity drive VR learning. Computers & Education, 179, 104429.
    Phillips, D. C. (2000). Constructivism in Education: Opinions and Second Opinions on Controversial Issues. Ninety-Ninth Yearbook of the National Society for the Study of Education. University of Chicago Press.
    Pintrich, P. R., Smith, D. A., & Mckeachie, W. J. (1989). A manual for the use of the motivated strategies for learning questionnaire (MSLQ).
    Pivec, M. & Dziabenko, O. (2004). Game-based learning in universities and lifelong learning: “UniGame: Social skills and knowledge training” game concept. Journal of Universal Computer Science, 10(1), 14-26.
    Posner, G. J. & Strike, K. A. (1976). A categorization scheme for principles of sequencing content. Review of Educational Research, 46(4), 665-690.
    Ranalli, J. (2008). Learning English with The Sims: exploiting authentic computer simulation games for L2 learning. Computer Assisted Language Learning, 21(5), 441-455.
    Richardson, V. (2003). Constructivist pedagogy. Teachers college record, 105(9), 1623-1640.
    Rolland, J. P. & Fuchs, H. (2000). Optical versus video see-through head-mounted displays in medical visualization. Presence, 9(3), 287-309.
    Rosenberg, M. J. (1960). A structural theory of attitude dynamics. Public Opinion Quarterly, 24(2), 319-340
    Rumelhart, D. E. (1977). Toward an interactive model of reading. In Attention and performance VI (pp. 573-603). Routledge.
    Scherer, R., Siddiq, F., & Tondeur, J. (2019). The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education. Computers & Education, 128, 13-35.
    Schunk, D. H. (2012). Learning theories: An educational perspective, 6th Edition. Pearson.
    Schwab, J. J. (1958). The teaching of science as inquiry. Bulletin of the Atomic Scientists, 14(9), 374-379.
    Solak, E., & Erdem, G. (2015). A content analysis of virtual reality studies in foreign language education. Participatory Educational Research, 2(5), 21-26.
    Sommerauer, P., & Müller, O. (2014). Augmented reality in informal learning environments: A field experiment in a mathematics exhibition. Computers & education, 79, 59-68.
    Steffe, L. P. & Gale, J. E. (Eds.). (1995). Constructivism in Education. Psychology Press.
    Sykes, J. M., & Thorne, S. L. (2008). Web 2.0, synthetic immersive environments, and mobile resources for language education. Calico Journal, 25(3), 528-546.
    Tabachnick, B. G. & Fidell, L. S. (2006). Using Multivariate Statistics. Boston, MA: Bearson.
    Taber, K. S. (2006). Beyond constructivism: The progressive research programme into learning science. Studies in Science Education, 42(1), 125-184.
    Tai, T. Y., Chen, H. H. J., & Todd, G. (2020). The impact of a virtual reality app on adolescent EFL learners’ vocabulary learning. Computer Assisted Language Learning, 1-26.
    Teng, D. C. E., Chen, N. S., & Leo, T. (2012). Exploring students’ learning experience in an international online research seminar in the Synchronous Cyber Classroom. Computers & Education, 58(3), 918-930.
    Teng, F. (2019). The effects of video caption types and advance organizers on incidental L2 collocation learning. Computers & Education, 142.
    Topu, F. B., & Goktas, Y. (2019). The effects of guided-unguided learning in 3d virtual environment on students' engagement and achievement. Computers in Human Behavior, 92, 1-10.
    Tsai, C. C. (2001). A review and discussion of epistemological commitments, metacognition, and critical thinking with suggestions on their enhancement in Internet-assisted chemistry classrooms. Journal of Chemical Education, 78(7), 970.
    Tuna, A. & Kacar, A. (2013). The effect of 5E learning cycle model in teaching trigonometry on students’ academic achievement and the permanence of their knowledge. International Journal on New Trends in Education and Their Implications, 4(1), 73-87.
    Vermeer, H. J. (1998). Didactics of translation. In M. Baker (Ed.), Routledge encyclopedia of translation studies (pp. 60-63). Routledge.
    Walker, C. H. (1987). Relative importance of domain knowledge and overall aptitude on acquisition of domain-related information. Cognition and instruction, 4(1), 25-42.
    Wilder, M. & Shuttleworth, P. (2004). Cell Inquiry: A 5E Learning Cycle Lesson. Science Activities, 41(1), 25-31.
    Windschitl, M. (2003). Inquiry projects in science teacher education: What can investigative experiences reveal about teacher thinking and eventual classroom practice? Science education, 87(1), 112-143.
    Zacharia, Z. (2003). Beliefs, attitudes, and intentions of science teachers regarding the educational use of computer simulations and inquiry‐based experiments in physics. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 40(8), 792-823.

    無法下載圖示 本全文未授權公開
    QR CODE