結合STEAM-6E與AR融入教學對社區營造課程之影響__臺灣人文及社會科學引文索引資料庫

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題名：	結合STEAM-6E與AR融入教學對社區營造課程之影響
作者：	林語瑄
作者(外文)：	LIN, YU-HSUAN
校院名稱：	國立臺南大學
系所名稱：	數位學習科技學系碩博士班
指導教授：	林豪鏘
學位類別：	博士
出版日期：	2021
主題關鍵詞：	STEAM-6E；擴增實境；行動定位服務；社區營造；STEAM-6E；Augmented Reality；LBS；Community Empowerment
原始連結：	連回原系統網址
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開發一套「STEAM-6E 教學法」AR融入教學，提升 STEAM 教育內容之多元性，使學生從中了解其原理、應用與實作，並評估學生之學習成效、學習活動滿意度與學習動機，進而結合鄉土教育與社會服務活動，體現有意義的學習與結構化的反思過程，應用所學知識為社區實際解決問題。據此，本研究著眼於引導學生規劃一套嶄新而有趣的LBS AR導覽學習路線，以提升其創造力、問題解決能力與學習參與度，使其更加認識並欣賞鄉土人文之美，亦可將所規劃的 LBS AR導覽學習路線結合在地產業資源，以豐富而充沛的跨界量能再造社區榮景，期望透過遊客使用LBS AR 導覽系統之回饋，評估其對社區的體驗價值與重遊意願之影響。
本研究分為兩個子研究，實驗一研究對象為高中二年級學生，共60位受測者，隨機分配到實驗組（使用STEAM-6E鷹架式）與控制組（傳統教師引導式教學）。使用前後測學習成效量表、ASQ學習活動滿意度量表、MSLQ學習動機量表、創造力、問題解決能力與學習參與度量表，探討學生對於融入STEAM-6E教學法之學習成效、學習動機、學習活動滿意度、創造力、問題解決能力與學習參與度之差異，來取得量化的資料進行分析。研究結果發現兩組在學習動機、學習活動滿意度、學習成效、創造力、問題解決能力、學習參與度皆有顯著差異。其中創造力中寫作和音樂與情緒不滿無顯著差異。實驗二研究對象為遊客，共120位受測者，隨機分配到實驗組（LBS AR導覽）與控制組（網站式導覽）。使用體驗價值尺度量表與重遊意願量表來取得量化的資料進行分析，探討使用LBS AR 導覽對社區的體驗價值與重遊意願之效益。研究結果發現兩組在體驗價值與重遊意願皆有顯著差異。建議未來研究在實驗設計上，可進行訪談輔以質性資料能夠具體了解學習者在進行學習過程之感受，也能將使用STEAM-6E鷹架式結合於不同之課程，增加其變化性來學習新的知識。

以文找文

Develop a set of "STEAM-6E Teaching Method" AR integrated into teaching, enhance the diversity of STEAM education content, enable students to understand its principle, application, and practice, and evaluate students' learning effectiveness, learning activity satisfaction and learning motivation, and then Combining rural education and social service activities to reflect meaningful learning and a structured reflection process, and apply the knowledge learned to practically solve problems for the community. Based on this, this research aims to guide students to plan a new and interesting LBS AR guided learning route to enhance their creativity, problem-solving skills, and learning participation so that they can better understand and appreciate the beauty of local culture and culture. The planned LBS AR navigation learning route combines the resources of the real estate industry to recreate the prosperity of the community with a rich and abundant cross-border volume. It is hoped that through the feedback of tourists using the LBS AR navigation system, the experience value and importance of the community can be evaluated. The influence of the willingness to travel.
This research is divided into two sub-studies. The subjects of the first experiment are high school sophomores, a total of 60 subjects are randomly assigned to the experimental group (using STEAM-6E scaffolding) and the control group (traditional teacher-guided teaching). Use the pre-and post-test learning effectiveness scale, ASQ learning activity satisfaction scale, MSLQ learning motivation scale, creativity, problem-solving ability, and learning participation scale to explore the learning effectiveness, learning motivation, and learning of students incorporating the STEAM-6E teaching method. The difference between activity satisfaction, creativity, problem-solving ability, and learning participation is used to obtain quantitative data for analysis. The results of the study found that the two groups have significant differences in learning motivation, satisfaction with learning activities, learning effectiveness, creativity, problem-solving ability, and learning participation. Among them, there is no significant difference between writing and music in creativity and emotional dissatisfaction. The subjects of experiment two were tourists, a total of 120 subjects were randomly assigned to the experimental group (LBS AR guided tour) and the control group (web-based guided tour). Use experience value scale and revisit willingness scale to obtain quantitative data for analysis and explore the benefits of using LBS AR navigation to the community’s experience value and revisit willingness. The results of the study found that the two groups had significant differences in experience value and willingness to revisit. It is suggested that future research should be conducted in experimental design. Interviews can be supplemented with qualitative data to understand learners’ feelings in the learning process, and the use of STEAM-6E scaffolding can be combined with different courses to increase the variability of learning. New knowledge.

以文找文

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