簡易檢索 / 詳目顯示

研究生: 郭映汝
Ying-Ru Guo
論文名稱: 提示策略與學習風格對國中生板塊運動擴增實境學習之影響
Effects of Prompting Strategies and Learning Styles on Junior High School Student’s Performances in Learning Plate Tectonics Concepts
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: 2013
畢業學年度: 101
語文別: 中文
論文頁數: 94
中文關鍵詞: 擴增實境鷹架提示策略學習風格板塊運動體驗式學習
英文關鍵詞: augmented reality, prompting scaffolding strategy, learning style, plate tectonics, experiential learning
論文種類: 學術論文
相關次數: 點閱:142下載:13
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
  • 本研究旨在探討不同提示策略(系統控制、學習者控制)對於不同學習風格(感覺型、直覺型)之學習者以擴增實境遊戲式教材學習板塊運動概念之學習成效及學習滿意度影響。研究對象為國中八年級學習者,其樣本為新北市某國中八年級學習者共117人。研究採因子設計之準實驗研究,自變項包括提示策略及學習風格,提示策略分為「系統控制」及「學習者控制」;學習風格分為「感覺型」及「直覺型」。依變項則包含板塊運動課程學習成效(知識理解、知識應用)及板塊運動擴增實境遊戲式學習滿意度(學習意願、教材內容、教材連結能力、教材易用性及學習動機)。
    研究結果依板塊運動課程學習成效及擴增實境遊戲式學習滿意度兩個依變項,綜合歸納如下:(1)將程序性之提示策略融入擴增實境遊戲中,可提升學習者的知識理解及知識應用表現,而系統控制組的學習者在知識理解成效上,顯著優於學習者控制組的學習者;(2)在擴增實境遊戲式學習環境中,不同程序性之提示策略對於學習者的學習滿意度造成顯著影響,其中,系統控制組的學習者在學習滿意度上,顯著優於學習者控制組之學習者;(3)不同學習風格的學習者在擴增實境遊戲式學習環境中,皆抱持正向態度。

    The purpose of this study was to investigate the effects of different learning strategies and learning styles on junior high school students’ learning of plate tectonics in Earth Science lessons using an augmented reality game-based learning environment. Participants were four classes of eighth-grade students randomly selected. All students have used tablets before, and have basic computer skills.
    The results revealed that (a) the system-control prompting strategy facilitated students’ understanding of plate tectonics better than the learner control prompting strategy, (b) the system-control prompting strategiy facilitated students’ learning attitude toward the augmented reality game-based learning environment better than the learner control prompting strategy, and (c) both sensing and intuitive learning styles students showed similar positive learning attitude.

    中文摘要 i Abstracts ii 誌謝 iii 表目錄 vi 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 6 第四節 名詞解釋 9 第二章 文獻探討 12 第一節 地球科學教育 12 第二節 擴增實境學習環境 16 第三節 提示策略 20 第四節 學習風格 24 第三章 研究方法 28 第一節 研究對象 28 第二節 研究設計 30 第三節 研究工具 48 第四節 資料處理與分析 50 第四章 結果與討論 53 第一節 板塊運動課程學習成效分析 53 第二節 擴增實境遊戲式學習滿意度分析 57 第五章 結論與建議 63 第一節 結論 63 第二節 建議 66 參考文獻 69 中文部分 69 英文部分 71 附錄一 板塊運動概念先備知識測驗卷 78 附錄二 學習風格問卷 83 附錄三 板塊運動學習成效測驗卷 87 附錄四 擴增實境遊戲式學習活動滿意度問卷 92

    李文旗(2010)。調查中學地球科學教學現況及學生應具備之地球科學素養。國立國立臺灣師範大學地球科學研究所博士論文,台北市。
    李美宜、陳碧祺(2008年10月)。網路遊戲學習系統之介紹、比較與應用。許志宇(主持人),遊趣式教學系統。2008電腦與網路科技在教育上的應用研討會,新竹煙坡大飯店。
    宋志聰(2008)。國小高年級學童學習風格、網路搜尋行為及問題解決能力之研究。國立臺南大學數位學習科技學系教學碩士班碩士論文,未出版,台南市。
    吳泓儒(2009)。國小學生認知負荷與數位學習網站之探討-以自然科「永續家園」單元為例。義守大學資訊管理學系碩士論文,未發表,高雄縣。
    邱美虹(2000)。概念改變研究的省思與啟示。科學教育學刊,8(1),1—34。
    林上資(2011)。數位圖書館資訊架構對數位學習之學習成效影響研究-以自然與人文數位博物館為例。政治大學圖書資訊與檔案學研究所學位論文,未出版,台北市。
    林美馨、張俊彥、林佳旻(2012)。國小自然科教師對地球科學主題興趣、授課頻率與地質時間覺知之研究。科學教育,348,2-17。
    林麗琳. (1995). 國小資優班與普通班學生學習風格, 學習適應與學業成就關係之研究. 未出版碩士論文, 國立台南師範學院初等教育研究所, 台南.
    翁凱昕(2005)。線上遊戲式學習對創造力之影響。國立臺灣師範大學工業科技教育學系碩士論文(未出版),臺北市。
    教育部(2003)。國民中小學九年一貫課程綱要。台北:教育部。
    張宏嘉(2006)。國三學生對地球內部構造及板塊運動迷思概念之研究。國立台中教育大學自然科學教育研究所碩士論文(未出版),台中市。
    張春興(1996)。教育心理學:三化取向的理論與實踐(修定版)。台北市:台灣東華。
    陳定邦(2003)。鷹架教學概念在成人學習歷程上應用之研究─以空大《統計學》課輔教學為例。國立臺灣師範大學社會教育研究所碩士論文,未出版,臺北市。
    陳眉期(2011)。擴增實境輔助立體幾何概念學習系統之使用性暨學習效益評估。國立台南大學數位學習科技學系碩士論文(未出版),台南市。
    陳淑珍(2005)。不同學習風格的國小高年級學童使用數位學習系統進行水的三態教學之學習成效探討。國立新竹師範學院進修暨推廣部教師在職進修教育研究所課程與教學碩士班碩士論文。全國博碩士論文資訊網,093NHCT5212012。
    陳淑筠(2002)。國內學生自然科學迷思概念研究之後設研究。國立台東師範學院教育研究所碩士論文 (未出版),台東市。
    劉懿德(2009)。專家概念構圖對不同學習風格國小四年級學生的閱讀理解能力之影響。國立台南大學教育學系暨科技發展與傳播碩士班碩士論文(未出版),台南市。
    賴韻如(2008)。鷹架式探究課程對學生心智模式和科學解釋之影響:以板塊構造學說為例。國立臺灣師範大學地球科學系碩士論文(未出版),台北市。
    Aldrich, C. (2004). Simulations and the future of learning: An innovative (and perhaps revolutionary) approach to e-learning. San Francisco: John Wiley & Sons.
    Ault Jr, C. R. (1984). The everyday perspective and exceedingly unobvious meaning. Journal of geological education, 32(2), 89-91.
    Azevedo, R., Verona, M. E., & Cromley, J. G. (2001). Fostering students collaborative problem solving with RiverWeb. In J. D. Moore, C. L. Redfield, & W. L. Johnson (Eds.), Artificial intelligence in education: Al-ED in the wired and wireless future (pp. 167-175). Amsterdam: IOS Press.
    Azuma, R. T. (1997). A survey of augmented reality. Presence-Teleoperators and Virtual Environments, 6(4), 355-385.
    Billinghurst, M. (2002). Augmented reality in education. New Horizons for Learning, Retrieved from http://it.civil.aau.dk/it/education/reports/ar_edu.pdf
    Chang, C. Y. (2005). Taiwanese science and life technology curriculum standards and earth systems education. International Journal of Science Education, 27(5), 625-638.
    Charles, D. & McAlister, M. (2004). Integrating ideas about invisible playgrounds from play theory into online educational digital games. In M.Rauterberg (Ed.), Entertainment Computing - ICEC 2004: Third InternationalConference (pp. 598-601). Eindhoven, The Netherlands.
    Classroom Learning with AR (2010). Trends in EdTech wiki. Retrieved July 25, 2010 from http://augreality.pbworks.com/Classroom- Learning-with-AR
    Cooperstock, J. R. (2001). The classroom of the future: Enhancing education through augmented reality. Proceedings of HCI International, (pp. 688-692).
    Csikszentmihalyi, M. (1975). Beyond boredom and anxiety: The experience of play in work and games. San Francisco: Jossey-Bass.
    Dede, C. (2005). Planning for neomillennial learning styles. Educause Quarterly, 28(1), 7-12.
    Egenfeldt-Nielsen, S. (2007). Third generation educational use of computer games. Journal of Educational Multimedia and Hypermedia, 16(3), 263-281.
    El Sayed, N. A., Zayed, H. H., & Sharawy, M. I. (2011). ARSC: Augmented reality student card. Computers & Education, 56(4), 1045-1061.
    Felder, R. M., & Silverman, L. K. (1988). Learning and teaching styles in engineering education. Engineering Education, 78(7), 674-681.
    Felder, R. M., & Spurlin, J. (2005).Applications, reliability and validity of the index of learning styles. International Journal of Engineering Education, 21(1), 103-112.
    Fonseca, D., Martí, N., Redondo, E., Navarro, I., & Sánchez, A. (2013). Relationship between student profile, tool use, participation, and academic performance with the use of augmented reality technology for visualized architecture models. Computers in Human Behavior. doi: http://dx.doi.org/10.1016/j.chb.2013.03.006
    Ford, B., & Taylor, M. (2006). Investigating students' ideas about plate tectonics. Science Scope, 30(1), 38-43.
    Garris, R., Ahlers, R., & Driskell, J. E. (2002). Games, motivation, and learning: Aresearch and practice model. Simulation & Gaming, 33(4), 441-467.
    Gee, J. P. (2003). What video games have to teach us about learning and literacy. NewYork, NY: Palgrave Macmillan.
    Gobert, J. D., & Clement, J. J. (1999). Effects of student-generated diagrams versus student-generated summaries on conceptual understanding of causal and dynamic knowledge in plate tectonics. Journal of research in science teaching, 36(1), 39-53.
    Gobert, J. D. (2000). A typology of causal models for plate tectonics: Inferential power and barriers to understanding. International Journal of Science Education, 22(9), 937-977.
    Gregorc, A. F. (1982). Gregorc style delineator-research edition. Columbia, CT: Gregorc Associates, Inc.
    Hamilton, K. & Olenewa, J. (2010). Augmented reality in education [PowerPoint slides]. Retrieved from Lecture Notes Online Web site: http://www.authorstream. com/Presentation/k3hamilton-478823-augmented-reality-in-education/
    Harris, J. (2001). The effects of computer games on young children: A review of the research. Retrieved from http://pages.123-reg.co.uk/svanstraten-900590/sitebuildercontent/sitebuilderfiles/effectsofgames.pdf
    Hays, R. T. (2005). The effectiveness of instructional games: A literature review and discussion (Naval air warfare center training system division Report 2005-004). Retrieved from http://oai.dtic.mil/oai/oai?verb=getRecord&metadataPrefix=html&identifier=ADA441935
    Hill, J. R. & Hannafin, M. J. (2001). Teaching and learning in digital environments: The resurgence of resource-based learning. Educational Technology, Research and Development, 49(3), 37-52
    Holland, W., Jenkins, H., & Squire, K. (2003). Theory by design. In M. J. P. Wolf & B. Perron (Eds.), The video game theory reader (pp.25-46). New York: Routledge. Hunt, D. E. (1980). Learning style and student needs: An introduction to conceptual level. Ontario Ministry of Education.
    Kamarainen, A. M., Metcalf, S., Grotzer, T., Browne, A., Mazzuca, D., Tutwiler, M. S., & Dede, C. (2013). EcoMOBILE: Integrating augmented reality and probeware with environmental education field trips. Computers & Education. doi: http://dx.doi.org/10.1016/j.compedu.2013.02.018
    Kebritchi, M., Hirumi, A., & Bai, H. (2010). The effects of modern mathematics computer games on mathematics achievement and class motivation. Computers &Education, 55(2), 427-443.
    Keefe, J. W. (1979). Learning styles: an overiew. In National Association of Secondary School Principals (Ed.), Student learning styles: Diagnosing and prescribing programs (pp.i-ii). Reston, Virginia: Nation Association of Secondary School Principals.
    Keefe, J. W. (1987). Learning styles theory and practice. Reston, VA: National Association of Secondary School Principals.
    Ke, F. & Grabowski, B. (2007). Gameplaying for maths learning: Cooperative or not? British Journal of Educational Technology, 38(2), 249-259.
    Ke, F. (2008). Alternative goal structures for computer game-based learning. International Journal of Computer-Supported Collaborative Learning, 3(4), 429-445.
    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(3-4), 163-174.
    Kikuo, A., Hideaki, K., & Tomotsugu, K. (2005). Augmented instructions - a fusion of augmented reality and printed learning materials, In Proceedings od the fifth IEE international Conference on Advanced Learning Technologies, 213-215.
    Klopfer, E., & Squire, K. (2008). Environmental detectives - the development of an augmented reality platform for environmental simulations. Educational Technology Research and Development, 56(2), 203-228.
    Klopfer, E., & Yoon, S. (2004). Developing games and simulations for today and tomorrow’s tech savvy youth. TechTrends, 49(3), 41-49.
    Laight, D. W. (2004). Attitudes to concept maps as a teaching/learning activity in undergraduate health professional education: Influence of preferred learning style. Medical Teacher, 269(3), 229-233.
    Lee, G. A., Nelles, C., Billinghurst, M., & Kim, G. J. (2004). Immersive authoring of tangible augmented reality applications. In Proceedings of the 3rd IEEE/ACM international Symposium on Mixed and Augmented Reality (pp. 172-181). IEEE Computer Society.
    Lin, T. J., Been-Lirn Duh, H., Li, N., Wang, H. Y., & Tsai, C. C. (2013). An investigation of learners’ collaborative knowledge construction performances and behavior patterns in an augmented reality simulation system. Computers & Education, 68(1), 314-321.
    Litzinger, T. A., Lee, S. H., Wise, J. C., & Felder, R. M. (2007). A psychometric study of the index of learning styles. Journal of Engineering Education, 96(4), 309-319.
    Marques, L., & Thompson, D. (1997). Misconceptions and conceptual changes concerning continental drift and plate tectonics among portuguese students aged 16‐17. Research in Science & Technological Education, 15(2), 195-222.
    Milgram, P., & Kishino, F. (1994). A taxonomy of mixed reality visual displays. Ieice Transactions on Information and Systems, 77(12), 1321-1329.
    Nicholson, J. A., Nicholson, D. B., & Valacich, J. S. (2007).Computer-mediated learning: Leveraging technology attributes to enhance learning outcomes. Paper presented at the AIS SIG-ED IAIM 2007 Conference, Atlanta, Georgia. Retrieved May 6, 2008, from http://www.sig-ed.org/ICIER2007/proceedings/computer-mediated.pdf
    Occhipinti, S. (2013). Research on teaching and learning processes in earth sciences education, particularly centred on the awareness on natural risks and hazards. In EGU General Assembly Conference Abstracts (Vol. 15, p. 1811).
    Salvador-Herranz, G., Pérez-López, D., Ortega, M., Soto, E., Alcañiz, M., & Contero, M. (2013). Manipulating virtual objects with your hands: A case study on applying desktop augmented reality at the primary school. In System Sciences (HICSS), 2013 46th Hawaii International Conference on (pp. 31-39). IEEE.
    Shaffer, D. W. (2006). How computer games help children learn. NY: Palgrave Macmillan.
    Shelton, B. E., & Hedley, N. R. (2002). Using augmented reality for teaching earth-sun relationship to undergraduate geography students. The First IEEE International Augmented Reality Toolkit Workshop (pp. 1-8). Darmstadt, Germany: IEEE.
    Sibley, D. F. (2005). Visual abilities and misconceptions about plate tectonics. Journal of Geoscience Education, 53(4), 471-477.
    Soloman, B. A., & Felder, R. M. (1999). Index of learning styles questionnaire. Retrieved March, 26, 2003.
    Sorensen, E. K., & Murchu, D. O. (2006). Enhancing learning through technology. Information Science Publishing.
    Tumen S., & Taspinar M. (2007). The effects of concept mapping on students’ achievement in language teaching. Paper presented at 7th International Educational Technology Conference, Nicosia, Turkish Republic of Northern Cyprus.
    Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
    Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89-100.
    Woods, E., Billinghurst, M., Looser, J., Aldridge, G., Brown, D., Garrie, B., & Nelles, C. (2004). Augmenting the science centre and museum experience. In Proceedings of the 2nd international conference on Computer graphics and interactive techniques in Australasia and South East Asia (pp. 230-236). ACM.
    Yamaguchi, T., & Yoshikawa, H. (2013). New education system for construction of optical holography setup–tangible learning with augmented reality. Journal of Physics: Conference Series, 415(1), 012064.

    下載圖示
    QR CODE