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題名:博物館使用AR及VR對學習動機與學習成效之相關影響
作者:賴欣怡
作者(外文):LAI, HSIN I
校院名稱:中華大學
系所名稱:管理博士學位學程
指導教授:陳俊安
學位類別:博士
出版日期:2023
主題關鍵詞:博物館擴增實境虛擬實境學習動機學習成效museumaugmented realitylearning motivationlearning outcomes
原始連結:連回原系統網址new window
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科技的迅速發展在博物館管理方面產生了深遠的影響,「擴增實境」及「虛擬實境」技術已廣泛應用於各項領域。博物館作為科學文化和歷史文物的保存者和展示者,使用新型科技強化參觀者的觀賞體驗,有助於博物館提升參觀人次的轉型方案,「擴增實境」技術可利用智慧型手機作為使用裝置,具備高度的便利性和發展潛力,形成博物館推動教育功能的重要趨勢。透過「虛擬實境」技術,博物館能夠提供穿戴裝置使更豐富、生動且互動性強的展示方式。參觀者可以身歷其境地體驗歷史事件或文化典故,此項互動式體驗學習能夠引發參觀者的學習動機和興趣,進而提升參觀者的學習體驗和學習成效。本研究的目的在探討博物館使用「擴增實境」及「虛擬實境」對於學習動機與學習成效的影響關係,提供為博物館科技轉型的策略管理方法之一,透過「擴增實境」及「虛擬實境」文獻及理論模型驗證,作為相關技術選擇上的參考依據。結構模型以博物館使用「擴增實境」及「虛擬實境」技術的接受度、學習動機、學習成效等,作為三個最主要的構面,建構以學習動機為中介變項的研究路徑,各個構面分別對應的理論模型為TAM科技接受度模型、ARCS學習動機模型及學習成效四級評估模型。本研究獲得以下結果:1.博物館使用擴增實境及虛擬實境對學習動機有正向及顯著的影響 (β=0.843***,p<0.001)。2.學習動機對學習成效之間呈現正向及顯著的影響 (β=0.783***,p<0.001)。3.博物館使用擴增實境及虛擬實境的接受度對學習成效的總間接效應為0.849,顯示學習動機具有中介效果。本研究結論:博物館透過擴增實境及虛擬實境能確實提高遊客的學習體驗、興趣和動機,而學習動機與學習成效相互正面影響,所以要提升參觀者的學習成效,博物館可將「擴增實境」及「虛擬實境」技術應用在科技轉型,進行管理及教學。
The rapid development of technology has had a profound impact on museum management, and augmented reality (AR) and virtual reality (VR) technologies have been widely applied in various fields. As preservers and exhibitors of scientific, cultural, and historical artifacts, museums can enhance visitors' viewing experiences using these innovative technologies. This, in turn, helps museums attract more visitors and transform their visitor strategies. AR technology, which utilizes smartphones as user devices, offers high convenience and development potential, becoming an important trend for museums to promote educational functions. Through VR technology, museums can provide wearable devices for a more immersive, vivid, and interactive display experience. Visitors can experience historical events or cultural anecdotes firsthand, as this interactive experiential learning can stimulate visitors' motivation and interest, thus enhancing their learning experience and outcomes. This study aims to explore the relationship between museums' use of AR and VR technologies and their impact on learning motivation and outcomes. It aims to provide a strategic management approach for museums' technological transformation. By validating the literature and theoretical models of AR and VR, the study serves as a reference for technology selection. The structural model includes the acceptance, learning motivation, and learning outcome dimensions as the three primary constructs for museums' use of AR or VR technology. It constructs a research path with learning motivation as the mediating variable, corresponding to the TAM technology acceptance model, ARCS learning motivation model, and four-level evaluation model of learning outcomes. The study obtained the following results: 1. Museums' use of AR and VR technology has a positive and significant impact on learning motivation (β = 0.843***, p < 0.001). 2. Learning motivation has a positive and significant impact on learning outcomes (β = 0.783***, p < 0.001). 3. The total indirect effect of museums' acceptance of AR and VR technology on learning outcomes is 0.849, indicating the mediating effect of learning motivation. In conclusion, museums can effectively enhance visitors' learning experiences, interests, and motivation through the use of AR and VR technologies. The positive relationship between learning motivation and outcomes suggests that museums can apply AR and VR technology in their technological transformation efforts to improve visitor learning outcomes and implement effective management and teaching strategies.
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