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系統識別號 U0026-2208201714034700
論文名稱(中文) 建置多維概念圖之擴增實境行動學習系統於食物鏈自然課程之應用
論文名稱(英文) Constructing a Multidimensional Concept Map-based Augmented Reality Mobile Learning System for Foodchain Course in Natural Science
校院名稱 成功大學
系所名稱(中) 工業設計學系
系所名稱(英) Department of Industrial Design
學年度 105
學期 2
出版年 106
研究生(中文) 周殷菀
研究生(英文) Yin-Yu Chou
學號 P38001075
學位類別 博士
語文別 英文
論文頁數 85頁
口試委員 口試委員-陳潔瑩
指導教授-陳建旭
口試委員-林彥呈
口試委員-洪郁修
召集委員-蔡登傳
口試委員-吳豐光
口試委員-賴新喜
口試委員-唐硯漁
中文關鍵字 擴增實境  概念圖  多維概念圖  行動學習 
英文關鍵字 Augmented Reality  Concept Map  Multidimensional Concept Map  Mobile Learning 
學科別分類
中文摘要 由於電腦設備的普及以及資訊技術快速的發展下,多媒體教材在教育領域中扮演著重要的角色,無論是靜態或動態的多媒體呈現,皆為教育領域帶來了一個嶄新的學習方式。在過去幾年中,擴增實境是一個快速崛起的互動技術,讓使用者能夠用更直覺的方式,使用雙手與虛擬的物件進行互動,且在醫學、教育、工業、設計與遊戲等領域之應用越來越多元與豐富,有許多研究指出擴增實境的應用在該領域皆有正面的評價與幫助。
然而,目前許多擴增實境之教學系統,在教材設計上都沒有明確的流程與方法,且缺乏提供學習者一個可有效組織其課程概念的架構。近幾年來,概念圖已被證實是一項可以有效地呈現與組織整體概念架構之心智工具。並且可以讓學習透過概念圖的方式將新的概念與舊的知識做整合。然而,當行動學習課程的內容需要表達複雜或增加知識架構時,在有限的螢幕上利用傳統的概念圖來增加概念節點並顯示在同一個畫面上變得困難。多維概念圖的架構方式可以避免在有限的螢幕上顯示過多的複雜訊息。透過多維概念圖的方式可以重整與組織困難或複雜的概念架構。
因此,本研究提出分別以概念圖與多維概念圖做為教材設計之教學架構,並以擴增實境技術輔助建置出教學系統。本研究以國小自然與生活課程中的「食物鏈-生物圈的循環」做為教材的內容。以準實驗方法分別探討以概念圖與多維概念圖的教學方式在擴增實境教學上,以了解不同教學架構對學生在學習成效和動機上的影響。
研究發現,學生使用擴增實境概念圖教學的學習成效明顯優於擴增實境教學,且學生透過概念圖的方式可以組織架構其學習到的知識內容。此外,本研究也發現學生使用擴增實境多維概念圖教學的學習成果也明顯優於多維概念圖教學。本研究所提出的教學架構方式,值得提供未來研究者在設計擴增實境之行動學習有合適的架構作為參考依據。
英文摘要 Owing to the popularity of computer equipment and the rapid evolution of information technology, elementary education learning and teaching materials have changed in a variety of ways. Many multimedia and computer-assisted learning systems that provide interactive and effective learning materials have been developed. AR learning applications have been widely used as vehicles for interactive digital learning of the complex and abstract concepts in several curricula. Researchers have touted the benefits of AR because it allows students to interact with virtual objects in the real world.
Although AR has proved to be effective for learning, some researchers have said that an appropriate learning structure and instructional scaffolds are required when using AR. Recently, the concept maps an effective tool for integrating newly acquired knowledge into prior knowledge and enabling students to establish and comprehend the relationships between concepts. However, the difficulty of adding more concepts nodes on the limited screen when the course needs to represent a large or complex knowledge framework in the mobile learning. Multidimensional concept map (MCM) approach that can be applied to avoid showing too much information on the limited screen. Studies have also reported that the MCM approach can be used to demonstrate knowledge content and organize complicated and difficult concept frameworks in an effective manner.
Therefore, this study proposed using concept map and multidimensional concept map approaches respectively as the learning structure for the AR learning system in an elementary school natural science course. At first, this study compares the efficacy of the concept-mapped augmented reality (CMAR) learning material with that of the augmented reality learning material. And then, the in-depth study compares how MCM approach with AR technology affect students’ learning achievement, learning motivation and acceptance of the related methods.
The findings in this study showed that students in the CMAR group performed significantly better than those in the AR group. The student interview results also revealed that the CMAR system helped students organize what they wanted to learn. Using concept maps as knowledge scaffolds provided the AR system with a suitable instructional method. Moreover, this study also found that the students using the MCMAR learning approach performed significantly better than those using the MCM learning approach. The MCMAR approach proposed in this study is worth further investigation as a mobile learning method. The proposed learning methods in this study provided future researchers with a suitable architecture for designing an augmented reality learning.
論文目次 摘要 ii
SUMMARY iii
TABLE OF CONTENTS v
LIST OF TABLES vii
LIST OF FIGURES viii
LIST OF SYMBOLS AND ABBREVIATIONS ix
CHAPTER 1 INTRODUCTION 1
1.1 Research Background 1
1.2 Research Motivation and Purpose 2
1.3 Scope and Limitations 4
1.4 Structure of the Dissertation 4
CHAPTER 2 LITERATURE REVIEW 7
2.1 Augmented Reality, the Related Learning Theory and Its Applications in Education 7
2.2 Mindtools 12
2.3 Concept Map (CM) 17
2.4 Multidimensional Concept Map (MCM) 20
2.5 Summary 22
CHAPTER 3 METHOD 23
3.1 Research Method 23
3.1.1 Research design 23
3.2 Experimental Design - Concept-mapped Augmented Reality (CMAR) Learning 26
3.2.1 CMAR Learning System 26
3.2.2 Participants 34
3.2.3 Experimental Instruments 35
3.2.4 Experimental Procedure 38
3.3 Experimental Design - Multidimensional Concept-mapped Augmented Reality (MCMAR) Learning 40
3.3.1 MCMAR Learning System 40
3.3.2 Participants 48
3.3.3 Experimental Instruments 48
3.3.4 Experimental Procedure 51
CHAPTER 4 RESULTS 53
4.1 Results of Concept-mapped Augmented Reality (CMAR) Learning 53
4.1.1 Analysis of Pre-test and Pre-questionnaire 53
4.1.2 Analysis of Post-test 54
4.1.3 Analysis of Learning Motivation 55
4.1.4 Analysis of Learning Attitude 56
4.1.5 Student Interviews 57
4.2 Results of Multidimensional Concept-mapped Augmented Reality (MCMAR) Learning 59
4.2.1 Analysis of Learning Achievement 59
4.2.2 Analysis of Learning Motivation 60
4.2.3 Analysis of the Acceptance of Multidimensional Concept Maps 60
CHAPTER 5 DISCUSSION AND CONCLUSIONS 62
5.1 The Effectiveness of Concept-mapped Augmented Reality (CMAR) Learning 62
5.2 The Effectiveness of Multidimensional Concept-mapped Augmented Reality (MCMAR) Learning 64
5.3 Conclusions 66
5.4 Suggestions 67
REFERENCES 69
Appendix A Learning Motivation Questionnaire 80
Appendix B Learning Attitude Questionnaire 82
Appendix C Questionnaire of the Acceptance of Multidimensional Concept Maps toward the Course 84
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