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題名：國小數學體積學習之擴增/虛擬實境軟體開發與應用研究
作者：趙文鴻 引用關係
作者(外文)：CHAO, WEN-HUNG
校院名稱：亞洲大學
系所名稱：數位媒體設計學系
指導教授：謝省民
張榮吉
學位類別：博士
出版日期：2018
主題關鍵詞：擴增實境；虛擬實境；空間能力；數位教材；數學學習；Augmented Reality；Virtual Reality；Spatial Competence；Digital Materials；Math Learning
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數學為科學、技術及思想發展之根基。傳統的教學偏重公式符號計算，讓學童反覆演算以熟練數學題目，但缺乏理解與思考。若能藉由數位科技的導入，可使二維平面圖轉換為三維立體空間，必能有效解決抽象式立體空間學習的困擾。本研究依據國小高年級數學學習能力指標，著重於學童對立體空間的思考能力，為「體積」單元設計的輔助教材。針對空間認知與邏輯思考進行教材設計，運用擴增實境（AR）與虛擬實境（VR）技術，開發數位教學工具融入教學活動。並探討(1)教材的呈現與數位工具導入國小數學課程，對學習需求與教學效益的影響。(2)擴增實境與虛擬實境教材開發設計，學習者接受度與學習興趣的影響。本研究採準實驗設計來進行驗證，研究對象為六年級學童，分別為控制組及三類應用不同教學工具的實驗組。驗證(實驗)設計以先備知識測驗、一套系統教材（包含紙本、擴增實境、虛擬實境數位教材）、學習成就測驗、科技接受模式問卷及開放式訪談問卷等為研究工具。學童透過本研究開發的教材學習，經驗證後得知(1)無論採用何種教材學習，學生對體積單元的學習成效明顯進步，並且獲得多元的使用回饋資訊；(2)使用互動式擴增實境學習APP數位教材，成績進步幅度最明顯。其互動式擴增實境學習APP方便、操作簡單、學習環境不受限制及能夠反覆學習，為實用性質較高的教材； (3)對低成就學童而言，使用虛擬實境數位教材學習數學較能引起低成就學童的注意，並產生興趣及提高學習意願；(4)透過數據分析與質性訪談，本研究開發之數位教材，符合教師的教學效益與學童的學習需求。
Math is considered as a foundation for the development of science, technology and thought. Traditional teaching emphasizes on formula symbols and makes students repeatedly calculate to be familiar with math problems, but they are usually lack of understanding and thinking. If digital technology can be introduced, two-dimensional plan can be converted into three-dimensional space, it can effectively solve the problems of abstract three-dimensional space learning. The study, based on the indicators of Math learning capability of senior students in elementary schools, mainly focuses on the capability of students’ thinking in three-dimensional space and designs supplementary teaching materials for ‘Volume’ unit. Teaching materials are designed according to spatial cognition and logical thinking. AR and VR are applied to develop digital teaching tools to be merged into teaching activities. And discuss (1) the presentation of teaching materials and the introduction of digital tools into the math curriculum of the elementary schools, and the impact on learning needs and teaching effectiveness. (2) the development of Augmented Reality (AR) and Virtual Reality (VR) teaching materials, the acceptance of learners and the interest of learning. The study has adopted a quasi-experimental design to verify. The study targets on 6th-grade students, and respectively divides them into Control Team and Experiment Team which applies three types if different teaching tools. The design of verification (experiment) is based on the prior knowledge test, a set of system teaching materials (including paper, Augmented Reality and Virtual Reality teaching materials), learning achievement test, technology-acceptance-mode questionnaire and open interview questionnaire as its research tools. Students learn through the teaching materials developed by the study. After verification, students can learn (1) no matter what kind of teaching materials they learn, the students' learning performance on volume units has significant progress and multiple feedbacks are obtained; (2) and the students who apply interactive Augmented Reality leaning APP digital teaching materials have the most significant progress in their grades. The interactive Augmented Reality learning APP is convenient, easy-to-operate and has an unlimited learning environment. Students can repeatedly study. It is a higher practical teaching material; (3) for low-achievement children, their application of Virtual Reality teaching materials to study math can cause students with low achievement to pay their attention and generate their interest and enhance their willingness to learn; (4) through data analysis and qualitative interviews, the digital teaching materials developed by the study confronts with the teaching effectiveness of teachers and the learning requirements of students.
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