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題名:擴增實境融入國中英語教學與學習環境之建置與應用
作者:謝旻儕 引用關係
作者(外文):Min-chai Hsieh
校院名稱:國立臺南大學
系所名稱:數位學習科技學系博士班
指導教授:林豪鏘
學位類別:博士
出版日期:2013
主題關鍵詞:學習成效學習動機英語學習行動擴增實境擴增實境序列分析learning achievementlearning motivationEnglish learningmobile augmented realityAugmented realitysequential analysis
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近年來新興媒體科技已被廣泛應用在教育上,多媒體教學和學習環境提供新的教學資源、學習途徑與互動方式給予教師和學習者。相關文獻提及,擴增實境未來將會改變教學與學習的方式,然而學者發現,目前研究大多只著重於單一平台發展與單一對象之探討。有鑑於此,本研究利用標記式與無標記式擴增實境技術,發展擴增實境英語學習系統(Augmented Reality English Learning System, ARELS)與行動式擴增實境英語學習App (Mobile Augmented Reality English Learning App, MARELA)。以問卷、測驗、觀察、訪談,及序列分析來探索學生在ARELS與MARELA學習過程之學習成效、學習動機、學習行為。研究結果發現,擴增實境英語學習系統能幫助學生提升學習成效,促進學生之學習動機;學生使用行動擴增實境學習App,在學習上之學習行為具有正向影響,學生對於擴增實境結合學習教材與教科書有高度的接受性。綜合研究之結果,擴增實境英語教學與學習環境係為未來之趨勢。
Recently, increasing evidences have indicated that digital media and computer systems are emerged to education. Multimedia teaching and learning environments have offered new ways for teachers and learners to interact with various educational resources. Many researchers have mentioned that the AR technologies should better employment in teaching and learning environments. Some researchers have applied AR technology into educational fields, but most of them merely focus on platforms and selected subjects that lack systematic development and materials integration. To address issue, this research focuses on adopting marker-based and markerless-based AR technologies to develop web-based and mobile-based learning systems. These platforms include Augmented Reality English Learning System (ARELS) and Mobile Augmented Reality English Learning App (MARELA). Furthermore, this research utilizes questionnaires, tests, observations, interviews, and sequential analysis to explore the learning achievement, learning motivation, and learning behavior of students learning via proposed approaches.
The results found that the AR English teaching could help students improve the learning performances. The students’ learning achievement in the AR teaching mode was better than that in CAI teaching. Students with different learning achievements in the AR teaching mode have better performance than those in CAI teaching mode. What’s more, students with intermediate and low prerequisite make more progress in the AR teaching mode. In the AR teaching environment, compared with high achieving students, the middle achieving students perform even better.
In addition, ARELS teaching approach could promote the students’ motivation. At the aspect of correlation, the correlation matrix indicates the AR teaching is more related than CAI teaching for the factors of MSQL. The AR English teaching could enhance students’ attention and affect their learning behaviors. Overall, the AR English teaching environment had positive impact on student’s learning achievement, motivation, and behaviors. Students generally accepted the mobile AR English learning environment, so the AR learning materials could be added to worksheets and textbooks.
In the future, the author will make improvement according to the comments and feedbacks from English teachers and students. Also, the AR materials will be developed for other appropriate courses and NFC technology will be embedded in textbook. Moreover, there will be the iOS version of MARELA developed and the author will integrate the system with cloud recognition and cloud database.
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